irLb 


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LANGF.  LIBRARY  OF  EDUCATION 

UNlVLF;.  CALIFORNIA 

BERKELEY,  CALIFORNIA, 


UC-NRLF 


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I 


The  social  administration  of  the  modern  high  school 


By 


Archie  Hoy  Mack 
A.B.    (Kansas  Wesley an  University)    1910 


THESIS 

Submitted  in  oartial  satisfaction  of  the  requirements  for  the  decree  of 

^STBR  OF  ARTS 
in 

'!!Vlucation 

in   the 
GRADUATE   DIYI3I0IT 
of   the 
TOIVBHSITT  OF   CALIFORNIA 
Bee ember,    1917 


N\\53 


)N  DEPT. 


PREFACE 

There  are  fundamental  instincts  in  human  nature  and 
in  every  individual,  *'hich  respond  to  cultivation  and^beoome 
the  bases  of  all  educational  progress.   A  thorough  apprecia- 
tion of  these  in  relation  to  education  might  revolutionize  our 
entire  sohool  procedure.   Perhaps  the  most  important,  and  most 
negleoted,  is  the  instinct  of  expression  or  activity.  Now  it 
is  a  recognized  fact  that  legitimate  ambitions  and  emotions, 
suppressed  or  uncontrolled,  will  result  in  either  soul  starva- 
tion or  dramatic  oharaoter  disaster.   In  order  to  avoid  both 
it  is  imperative  that  we  recognize  these  impulses  and  instin&ts 
and  provide  for  their  suitable  realization. 

It  is  the  firm  conviction  of  the  writer,  gained  by 
observation  and  experience,  that  there  are  thousands  of  teachers 
earnestly  offering  their  life's  full  measure  of  devotion  to  the 
cause  of  education,  who  are  totally  inoognizant  of  these  funda- 
mental instinots.   There  are  heights  they  have  planned  to  scale 
and  ideals  they  have  cherished  at  times,  but  they  lack  ooraplete 
imaginations  and  the  driving  power  to  initiate  and  realize.  They 
laok  original  thought  and  action,  but  they  respond  with  zeal 
and  ^energy  when  they  realize  that  of  which  they  have  been  only 

dimly  conscious. 

?45i64 


Out  of  these  conditions  springe  the  hope  that  this 
article  may  prove  to  be  both  inspirational  and  instructional. 
It  is  to  remind  many  of  ideals  almost  given  up,  to  renew  the 
faltering  oourage  of  some,  to  point  out  the  way  to-  those  who 
would  willingly  follow.   There  has  been  no  attempt  lit  origin- 
ality here.  Thoughts,  facts  and  plans  have  been  contributed 
bV  hosts  of  friends,  known  and  unknown,  and  assembled  for  the 
benefit  of  those  who  would  but  dare  not,  because  they  know  not. 
If  just  one  soul  has  been  quickened  and  his  spirit  renewed,  it 
has  been  worth  while. 

A.  R.  Mack. 

University  of  California 
July  -  1917. 


!£££!   2.1   1  2.E  IS  El  5 

-4c     sic      *4c      sk      A     >fc      sfe 

INTRODUCTION 

CHAPTER  I—THE  PROBLEM  OF   SOCIAL  ADMINISTRATION  -  1 

PART  I—  i^XTRA-CURRICULUM  ACTIVITIES 

CHAPTER        II— ADVISORY  SYSTEMS 9 

CHAPTER      III— SOCIALIZED  CURRICULUM 31 

CHAPTER        IV— SOCIALIZED  RECITATION     50 

PART  II— EXTRA-CLASSROOM  ACTIVITIES 

CHAPTER  V— STUDENT  SELF-GOVERNMENT 72 

CHAPTER       VI— ORGANIZED  ATHLETICS 88 

CHAPTER     VII— ORGANIZED  DEBATING 100 

CHAPTER  VIII— HIGH  SCHOOL  JOURNALISM 108 

CHAPTER        IX— HIGH  SCHOOL  ORGANISATIONS     113 

PART  III— COMMUNITY  COOPERATING  AGENCIES 

CHAPTER  X— SOCIAL  SERVICE  WOE  1 121 

CHAPTER        XI— CIVIC  AND   SOCIAL  CLUBS 134 

CHAPTER     XII— SOCIAL  AND  ART  CENTERS 141 

CHAPTER  XIII— OTHER   SOCIALIZING  AGENCIES 146 

CHAPTER     XIV— CONCLUSION 149 

OUTLINE 
BIBLIOGRAPHY 


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_    •"■ 


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INTRODUCTION 

niUr  i  JiiiX  JL 

THE  PROBLEM  OF  SOCIAL  ADMINISTRATION 

John  Dewey  says,  "What  the  best  and  wisest  parent 
wants  for  his  own  child,  that  must  the  community  want  for 
all  its  children.  Any  other  ideal  for  our  schools  is  narrow 
and  unlovely,  acted  upon  it  destroys  our  democracy."    That 
which  is  wisest  and  "best  today  may  he  only  good  tomorrow,  be- 
cause the  "Quest  of  the  Best"  implies  progress,  and  progress 
means  constant  change.  It  is  not  mere  change  or  movement  that 
is  significant,  but  rather  the  new  foxm  it  takes  or  the  direc- 
tion in  which  it  moves.  In  fact,  it  is  the  impulse  to  strike 
out  into  new  fields  of  endeavor,  to  seek  the  yet  unattained, 

or  try  the  untried,  which  acids  color  to  life  and  is  fundamental 

o 

and  hopeful  in  human  nature. 

1.  Dewey,  John:  School  and  Society,  page  3 

2.  King,  Irving:  Social  Aspects  of  Education,  page  225 

-1- 


-2- 

The  public  school,  grounded  on  the  solid  rock  of 
medievalism,  has  stood  for  ages  as  a  monumental  achievement, 
but  its  progress  to  the  twentieth  century  has  been  greatly  im- 
peded "by  the  chains  of  formal  discipline,  which  later  became 
its  fetters.  During  this  march  of  social  progress  from  ancient- 
ism  to  modernism  the  school  has  been  in  a  state  of  metamorphosis, 
adapting  itself  to  a  new,  complex,  and  transitory  environment. 
With  the  fetters  broken  it  proposes  to  occupy  a  position  in 
modern  progress  such  that  it  may  be  a  guiding  star  to  all  "wise 
men"  on  their  Journey  to  the  promised  land,  and  a  leader  in  all 
civil  and  social  expeditions  into  new  and  unknown  fields.   It 
stands  today  as  the  champion  of  the  "progress  of  all  through  all 
under  the  leadership  of  the  wisest  and  best*"  The  impelling 
motive  now  is  interest  and  freedom  as  contrasted  to  discipline 
and  repression*  "The  spirit  is  libertarian  instead  of  authori- 
tarian, initiation  is  emphasized  instead  of  obedience  and  con- 
formity, activity  replaces  receptivity,  and  there  is  a  spirit  of 
voluntary  cooperation  instead  of  compulsory  coordination." 
This  change  shows  vitality,  and  is  rery  promising.  While  it  has 
been  natural,  necessary,  and  radical,  its  continuance  is  prophetic 
of  still  greater  achievements. 

1.  Slosson,  E.E.-  Dewey: Teacher  of  Teachers,  Jvfarch  26,  1917, 
Independent,  Vol.  L:rIZIZ,  page  541 


-3- 

Society  Is  demanding  a  ready-made  product,  a  hand- 
me-down  that  fits.     We  have  failed  to  find  a  wearer  for  the 
garment  we  have  rnade.     We  have  failed  to  measure  the  man  for 
the  job  he  is  to  fill.     As  a  result  adjustments  have  "been 
necessary  when  real  life  has  he en  met,     John  Dewey  thinks  this 
has  been  the  case  in  the  past;     he   says,   "!Phe  great  waste   in 
the  school  comes  from  the  student*s  inahility  to  utilize  the 
experience  he  gets  outside  the  school,   in  any  complete  way, 
within  the  school  itself;     while  he  is  unable  to  apply,   In  dai" 

life,  what  he  is  learning  at  school.   It  must  come  out  of  its 

1 
isolation  and  secure  the  organic  connection  with  social  life." 

Such  an  indictment  of  the  public  school  is  significant,   coming 
as  it  does  from  America's  foremost  educ&tional  thinker.     How  can 
the  condition  he   otherwise  until  we  make  the   school  a  "miniature 
reproduction  of  actual  society?"     We  can  fit  members  for  society 
only  when  we  bring  the  work,   society  is  doing,   into   the  school, 
and  give  every  individual  an  opportunity  to  exercise  his  mental 
powers  in  the  gymnasium  of  actual  life.     Irving  Zing  says,   "drain- 
ing in  the  so-called  conventionalities  of  polite  society  is  not 
sufficient,  neither  is  it  to  be  despised,     The  proper  training  in 
social  usages  affords  to  adolescents  a  legitimate  outlet  to  im- 
pulses, which  are  in  very  definite  need  of  both  expression  and 

1.     Dewey,    John:     School  and  Society,     page  67, 


-4- 


regulation*  This  controlled  or  conventionalized  social  life 

is  a  safety  valve  to  the  "super-abundance  of  spirits"  of  all 

1 
normal  adolescents."    The  school  can  ill-afford  to  neglect 

the  consideration  of  impulses  which  actuate  social  intercourse, 
and  which  by  its  own  social  corporate  life  it  stirs  up.  Deeper 
than  social  usages  there  must  he  social  usefulness  and  resource- 
fulness. Back  of  the  brain  must  he  "brawn  and  hoth  capable  of 
adaptation  to  the  manifold  and  fundamental  readjustments  which 
are  rapidly  taking  place  in  society.  Back  of  this  ability  and 

resourcefulness,  must  be  the  spirit,  a  product  as  Dewey  says, 

2 
"saturated  with  the  spirit  of  service,"    and  as  Irving  King 

says,  "actuated  by  that  divine  discontent  which  changes  environ- 
ment instead  of  submitting  to  it,  and  dominated  by  ideals  of 
social  responsibility  and  social  service."  3 

The  problem  of  social  administration  is  giving  those  ' 
"pupils  showing  powers  of  initiative,  qualities  of  leadership, 

and  executive  ability,  an  opportunity  to  develop  those  traits 

4 

along  with  scholastic  attainments."    It  is  the  business  of  the 

school  to  provide  supervision  of  all  student  affairs,  "under  the 
leadership  of  the  wisest  and  best,"  in  order  that  there  may  be 
proper  direction,  and  the  pitfalls  so  common  to  immature  impulses 

1.  King,  Irving:  Social  Aspects  of  Education,  page  267 

2.  Dewey,  John:  School  and  Society,  page  28 

3.  King,  Irving:  Social  Aspects  of  Education,  pages  225-29 

4.  Davis,  J.B.:  Administration  of  Social  Activities,  in 

The  Modern  High  School  -  C.H.  Johnston,  Page  410 


-5- 

be  avoided.  Elaborate  advisory  systems  will  direct  and  super- 
vise, making  possible  the  development  of  student  leadership 
under  the  most  favorable  circumstances.  It  means  providing 
work  which  is  utilitarian  as  well  as  cultural,  and  variety  of 
work  limited  only  by  the  demands  of  the  individual.  What  we 
study  is  greater  in  importance  only  to  how  we  study,  and  it 
becomes  the  problem  of  administration  to  socialize  the  recita- 
tion. The  attitude  of  passivity  and  receptivity  must  be  replaced 
by  a  pulsating  spirit  of  activity.  Problems  must  be  assigned 
instead  of  pages,  and  the  teacher  be  an  "Alpine  guide  in  order 
to  discover  and  tap  the  springs  of  mental  efficiency."   "The 
teacher  is  no  longer  to  sit  as  a  daily  inquisitor  and  play 
Sherlock  Holmes  to  the  more  or  less  sparsely  populated  brainpans 
of  the  luckless  youngsters." 

The  spirit  of  repression  is  obsolete  and  must  give 
place  to  the  power  and  possibilities  of  expression.  Participa- 
tion in  self-government  under  the  spirit  of  democracy  will  bring 
rich  rewards  over  the  monarchy  ruled  by  the  "divine  right"  of  the 
teacher.  To  rule  themselves  poorly  offers  some  compensation  over 
that  of  being  ruled  well  by  others.   The  spirit  of  the  "Bed  Tri- 
angle" must  be  introduced  and  the  symmetry  of  the  "Four-square 
Man"  made  possible  in  our  high  schools  in  order  that  each  individ- 

1.  Hall-Quest  A.I.  Direction  of  study  as  the  chief  aim  of  the 
High  School,  in  The  Modern  High  School  -  C.H.Johnston,  page  270 

2.  Hosic  J.F.   Waste  in  Education  -  September  30,  1916  -  Vol.  IV 
page  510. 


-6- 

ual  may  measure  up  to  his  own  full  stature.  Supervised, 
compulsory  physical  fitness  must  he  our  goal.  Spontaneous 
and  healthful  exercise  is  to  he  encouraged  instead  of  com- 
mercialized and  specialized  athletics,  if  we  are  to  he 
"physically  strong,  mentally  straight,  and  morally  right*" 
Be hating  and  journalism  will  he  extended  until  its  henefit3 
reach  and  stimulate  the  least  eapahle.  Democratic  student 
organizations,  including  literary,  musical,  and  dramatic 
are  to  he  encouraged,  the  memhers  safe -guarded,  and  the 
social  spirit  cultivated*   "Such  organizations  are  "barome- 
ters which  measure  the  atmosphere  of  the  school."  **• 

The   value  of  all  social  activities  should  he 
measured  hy  the  spirit  of  cooVe ration  and  service  which  has 
heen  implanted.  Conditions  calling  for  unselfish  service 
should  he  consciously  created  "by  the  school,  that  the  point 
of  view  may  he  changed  from  what  "1  can  get  out  of  society," 
to  a  realization  of  my  responsihility,and  the  joy  to  he  found 
in  contrihuting  for  the  sake  of  the  greater  pleasure  and  hene- 
fits  to  all.    The  adolescent  period  is  a  fruitful  time  for 
developing  the  proper  -  esprit  de  corps  *  among  the  students  for 
social  service  work.  5?he  school  offers  ahundant  opportunities 

1.  Kerschensteiner,  G.M.  -  Education  for  Citizenship,  page  109 

2.  Francis  W.  Parker  School  Yearbook  -  Social  Motives  in  School 

Work,  1912  -  Yol.  I,  page  15. 


for  those  who  are  anxiously  seeking  leadership.  The  com- 
munity with  its  many  points  of  contact  is  a  laboratory 
rich  in  possibilities  and  reward  to  those  willing  to  give 
assistance.  There  is  much  of  the  moral  give  and  take  in 
the  work,  but  the  cooperation  of  all  means  na  community  of 
spirit  that  shall  move  us  as  did  the  community  of  faith  in 
the  Middle  Ages  when  the  tolling  of  a  bell  stirred  in  all  , 
hearts  a  common  disposition  to  worship,  by  reminding  us  of 

a  visible  agency  protecting  and  gathering  to  itself  all  the 

1 

individual  lives." 

The  purpose  of  the  social  administration  is  to 
educate  and  develop  the  whole  man.  Anything  less  than  this 
is  inadequate  and  may  be  positively  dangerous.  S.  L.  Heeter 
says  "Train  a  child »s  intellect  exclusively  and  he  becomes  a 
religious  zealot;  train  his  body  exclusively  and  he  becomes 
a  daring  monster;  train  his  hand  exclusively  and  he  becomes 
a  human  machine •"    The  opportunities  we  would  give  any  one 
student  that  should  we  provide  for  all.  To  do  this  we  must 
not  give  the  "brilliant  student  advantages  over  the  phlegma- 
tic, but  provide  equal  opportunity  for  all  and  a  type  of 
training  which  will  enable  each  to  become  the  most  efficient 

1.  Paulding,  J.K.  Public  School  as  a  center  of  Community  Life, 

February  1898,  Educational  Heview,  Vol.  IV  -  page  148. 

2.  Heeter  S.L.  The  School  of  Tomorrow,  $ec.  1911,  Educational 

Heview  -  Vol  XLII  -  page  474 


— S— 

citizen  possible  with  his  mental  and  physical  endowments  and 
limitations."         It  is  not  sufficient  that  we  "be  taken  up 
into  the  mountain  and  from  there  view  the  promised  land  only 
to  be  denied  entrance  because  we  have  failed  to  measure  up 
to  our  accepted  responsibilities.     Our  mission  may  lead  us  to 
the  banks  of  the  Bed  Sea  but  opposition  will  be  swallowed  up 
as  were  the  pursuing  hosts  of  Pharaoh  if  we  but  boldly  move 
out  into  mid-stream*     The  successful  social  amalgamation 
process  requires  a  wise  and  thoughtful  administration,  a 
oodperative   spirit  between  the   teacher  and  the  taught,  and 
an  insatiate  desire  for  personal  service  to  all  mankind. 
This  socializing  influence  comes  from  three  sources:     The 
school  with  its  extra-ourr iculum  activities,   the  students  with 
their  extra-classroom  activities,  and  the  community  with  its 
codperating  influence. 


1.     Lewis,   W.D.     Democracy's  High  School  -  page  5. 


PART  I 
EXEBA-CTFtEIOUIUM  ACTIVITIES 

-»0— O—O— 

CHAPTER  II 
ADVISORY  SYSTEMS 

There  is  a  period  in  the  lives  of  the  young  when 
the  "well  «  done"  of  the  home  is  an  accepted  and  a  matter- 
of-fact  evidence  of  affection •  For  a  time  the  high  school 
"man"  regards  home  as  a  stopping  place  and  a  free  hoarding 
house.  He  shakes  off  any  and  all  responsibilities  with  an 
ease  that  is  appalling.  He  has  his  allowance  and  thus  he- 
comes  economically  independent;  he  drives  Badfs  automobile 
to  school  and  thus  is  physically  fit;  he  plays  the  xikelele 
and  is  socially  sound;  he  helieves  in  personal  liberty  and 
of  course  is  morally  right.  He  has  leisure  to  "burn"  and 
usually  inhales  it.  He  cherishes  a  wholesome  regard  for 
his  own  opinions  and  courts  the  favor  of  his  bunch,  while 
the  unsolicited  advise  of  a  friend  or  the  confidential 
suggestion  of  a  pal  far  outweighs  the  tender  counsel  of  the 


-9- 


-10- 

1 

home*    It  is  the  Influence  of  the  associate  during  the 
leisure  hours  which  fosters  character  reserve  or  produces 
social  wastage.  If  we  are  to  preserve  moral  values,  we 
must  somehow  prevent  that  moral  deterioration  which  may 
never  show  itself  in  dramatic  character  disaster  but  which 
does  choke  the  conscience  and  make  a  sad  reality  of  "what  I 

tit  have  been"  when  compared  with  nwhat  I  am.w  The  social 

t 

and  economic  conditions  of  the  home  makes  advisory  leader- 
ship imperative. 

Here  is  our  problem  and  our  opportunity.  We  must 
throw   a.  magnetic  personality  into  the  "balance,  surcharged 

of 

with  the  spiritAhuman  reclamation,  if  we  would  win.  Bvery 
possible  opportunity  must  be  given  the  student  to  reach  his 
own  extremities,  to  work  up  to  his  full  capaoity  each  day, 
and  to  participate  in  all  the  affairs  of  the  school.  Each 
is  entitled  to  the  benefits  of  mature  judgment  and  exper- 
ience, and  must  be  guided  in  the  path  time  has  found  to  be 
straight  and  protected  from  evils  which  are  always  encountered 
by  undirected  and  untrained  youth.  As  administrators  we  pro- 
pose to  give  the  student  anything  he  desires  that  is  right.  To 
insure  this  many  schools  have  appointed  class  and  student  ad- 
visors* By  this  plan  every  student  is  brought  into  direct 
personal  contact  with,  and  under  the  personal  supervision  and 

1.  Hall-Quest,  A.L.   Supervised  Study,  pages  7-8. 


-11- 

guidance  of  some  instructor. 

1 
Mr.  J.  W.  Baymer,  of  Berkeley  High  School, 

began  a  study  of  advisory  systems  a  few  years  ago  "by  send- 
ing out  a  questionnaire  to  seven  hundred  high  school  Prin- 
cipals, ascertaining  the  attention  which  was  being  given  to 
advisory  work,  and  the  plans  in  use*  A  yqty   generous  res- 
ponse was  secured,  and  combined  with  the  variety  and  number 
of  plans  on  trial,  it  was  indicative  of  the  need  and  the 
interest  being  taken  in  such  work.  The  large  high  school 
feels  the  need  of  this  socialising  work  perhaps  more  than 
the  small  high  school,  when  we  realize  that  a  year  or  years 
may  pass  without  student  and  Instructor  becoming  ren^ly 
acquainted .  The  high  school  student  is  naturally  a  very 
sociable  being,  consciously  seeking  leadership  and  it  is 
time  that  we  provide  a  suitable  environment  where  he  may 
learn  the  appreciation  of  true  values*  By  spreading  the 
cement  of  fellowship  and  friendship  and  consciously  endeav- 
oring to  provide  an  opportunity  for  the  cultivation  of  these 
amid  suitable  surroundings  the  advisor  is  only  making  it  poss- 
ible for  the  individual  to  reach  his  maximum  social  efficiency 
and  directing  him  into  paths  worthy  of  his  highest  aspirations* 

Ravmer.  J»W.;   Advisory  Systems  in  High  Schools,  Dec.  1912- 

Educational  Beview,  Vol.  XLIV,  page  466. 


-18- 


The  success  of  advisory  systems  depends  on  the 
character  of  the  advisor  and  his  aM  ity  to  generate  con- 
fidence in  the  minds  of  his  group.  He  must  be  prepared 
to  guide  in  all  vocational,  ethical,  recreational  and  re- 
ligious questions  which  "become  prominent  and  call  for 
solution  during  this  adolescent  period.  The  quality  par 
excellence  is  sympathy  backed  by  a  personality  that  invites 
confidence.  Thus  far  it  is  pioneer  work  but  the  "pot  of 
gold"  is  in  every  soul  and  only  awaits  discovery* 

Perhaps  the  most  wholesome  results  of  Mr*  Raymer's 
work  were  the  suggestions  offered  of  promoting  greater 
efficiency  in  advisory  capacities*  Perhaps  the  greatest 
emphasis  was  placed  on  leadership,  with  the  chief  character- 
istic being  sympathy.  Select  teachers  with  certain  character 
traits  who  are  capable  and  willing  to  undertake  advisory  work. 
Recognize  and  reward  effectiveness  in  leadership*  Give  teach- 
ers only  as  many  classes  as  are  expected  of  students  and  allow 
the  remainder  of  the  day  for  more  time  outside  the  school  to 
live  with  the  pupils  and  meet  the  parents* 

Some  have  begun  the  work  by  searching  for  information 
concerning  the  student  who  enters  the  high  school.  Strange  as 
it  may  seem  little  has  been  gained  in  this  way  because  few 


-13- 

statistics  have  "been  gathered  and  utilized,  and  far  less 
reoorded.  Wherever  there  has  "been  definite  organization 
it  has  usually  taken  the  form  of  class  advisors  and  spon* 
sorsf  who  are  members  of  the  faculty  and  elected  "by  the 
class •  In  some  cases  this  member  is  appointed  by  the 
Principal,  but  it  seems  to  be  a  little  more  democratic 
to  have  this  member  elected*  The  work  of  the  sponsor  is 
to  be  the  class  advisor  for  the  year  in  all  matters  educa- 
tional and  social,  attend  all  class  meetings  and  give  them 
the  benefit  of  his  experience  and  judgment .  This  is  a  very 
desirable  and  profitable  work  from  the  standpoint  of  the 
school  and  the  class  but  the  touch  is  rather  impersonal  or 
only  "skin  deep*"  To  be  truly  effective  the  influence  must 
be  personal  and  reach  down  to  fundamental  human  interests* 

In  the  larger  high  schools  it  has  been  found  advis« 
able  to  have  the  smaller  group  plan,  usually  from  fifteen  to 
twenty-five  being  the  number  supervised  by  the  sponsor.  The 
chief  purpose  of  this  plan  is  to  make  it  possible  for  qyqtj 
student  to  be  brought  into  personal  and  intimate  touch  with 
one  who  is  worthy  of  their  confidence  and  of  being  their 
leader  and  advisor»  The  plan  farther  offers  an  opportunity 
for  vocational  guidance  and  social  amalgamation*  This  is 


•14- 

sometimes  called  the  Home-Room  Plan  and  probably  has  its 
foundation  in,   and  is  an  outgrowth  of  the  old  German  system 
of  the  teacher  and  his  students  living  together  as  a  social 
group.     This  plan  has  many  sympathizers.     It  is  in  very 
successful  operation  in  the  East  Technical  High  School,  of 
Cleveland,  Ohio.         Under  this  plan  there  are  no  rooms  for 
the  seating  of  pupils  "by  classes,  hut  each  of  the  Home- 
Rooms  has  a  seating  capacity  sufficient  for  the  groups  to 
which  students  are  assigned  when  they  enter  for  the  first 
time.     This  assignment  is  maintained  throughout  the  student's 
course.     Those  coming  from  one  school  or  neighhorhood  are 
assigned  to  the  same  room.     This  Home-Room  "becomes  a  social 
mixing  room,  as  the  different  neighborhoods  are  fused  and  as 
a  few  new  students  are  added  each  year.     These  instructors  or 
leaders  seldom  if  ever  hear  their  fellows  recite  and  so  each 
time  the  House-Room  meets  it  does  so  as  a  social  unit.     As 
father  and  defender  of  the  group  new  interests  are  developed 
with  each  nev/  responsibility.     Here  is  an  opportunity  to  dev- 
elop school  spirit  rather  than  class  spirit,  and  train  for 
real  citizenship  by  practice  in  the   control  of  school  activ- 
ities.    A  ^ust  and  wholesome  pride  develops  in  these  Home-Room 


1.     Barker,   J.F.     A  Home-Room  Plan,  April  1913,  School  Review, 

Vol.      XXI,     page  235. 


«*15- 

groups f  and  there  is  keen  interest  aroused  as  representa- 
tion is  sought  in  school  organizations,  and  on  school  teams* 
Suoh  a  spirit  reacts  upon  the  teacher,  and  soon  permeates 
the  entire  school  atmosphere*  Mr*  Froula,  of  the  Lincoln 
High  School,  Seattle,  has  properly  evaluated  such  work 
when  he  said,  "There  is  marvelous  capacity  for  achievement 
and  wholesome  stimulation  under  such  vigorous  and  vitalized 
leadership.  The  social  training  which  comes  from  partic- 
ipation in  such  groups  would  he  sufficient  justification 
for  the  encouragement  of  the  time-consuming  activities,  hut 
when  to  these  are  added  the  opportunity  for  social  recreation 
and  the  professional  enjoyment  of  a  work  well  done,  these 
extra-activities  become  more  justifiable*"  **■  Prinoipal  Geo. 
Thompson,  of  Alameda,  California,  reports  2  the  advisory 
system  and  is  very  enthusiastic  about  the  results*  He  says, 
"The  advisory  room  is  a  small  family,  complete  in  itself,  or 
a  small  state,  the  object  for  which  it  exists  being  complete 
citizenship.  Here  in  these  groups,  especially  where  the  sexes 
are  segregated,  questions  of  sex-hygiene,  good  taste  in  dress, 
manners,  and  morals,  may  be  discussed  and  school  policies  can 

1*  Froula,  Y.K.:  Extra  Curricular  Activities,  National  Educa- 
tion Association  Proceedings,  1915,  page  737* 
2*  By  letter. 


—16— 


be  developed  which  reaches  every  individual  in  the  school." 
It  is  all  important  that  advisory  systems  should 
have  the  support  of  the  home*  It  is  an  important  service 
and  "benefits  the  school#  the  student,  and  the  community. 
The  advisors  must  meet  the  parents,  at)d  if  the  work  is  to 
he  effective  it  must  have  their  cordial  co8peration#  In 
Gary,  Indiana,  the  city  has  "been  divided  into  geographical 
units,  and  the  advisor  is  known  as  the  "regis tcr  teacher. w 
He  is  sort  of  a  "sociological  overseer  for  those  living  in 
a  certain  neighborhood,  and  an  intimate  acquaintance  of  "both 
student  and  parent  is  cultivated.  He  makes  a  complete  survey 
of  his  district  and  this  relates  him  to  the  general  community 

life.  His  profession  takes  on  a  new  importance  and  the  work 

1 
furnishes  a  fine  sociological  training." 

Next  to  the  social  and  vocational  sponsor  and  equal 
in  importance  stands  the  study  advisor.  They  maj-  he  and  often 
are  the  same  individual.  Perhaps  supervised  study  is  more 
important,  under  present  social  and  economic  conditions,  than 
vocational  guidance  or  social  supervision.  In  fact  they  are 
inseparable  and  the  emphasis  determines  the  importance.  Super- 
vision of  study  becomes  imperative  when  we  realize  that  8  per 

1.  Bourne,  B.S. :  3?he  Gary  Schools  -  pages  97-99 


V{ 


-17- 


cent  of  the  mothers  and  10  per  cent  of  the  fathers  are 
absent  from  home  more  than  two  evenings  &  waek,  ana  in  SO 
per  cent  of  the  homes   there    is  "company"  twice  a  week,  while 

less  than  54  per  cent  of  the  students  have  the   stay-at-home 

1 

habit » 

It  is  the  "Alpine  Guide"  to  whom  we  must  look  for 
success  if  success  is  to  be  attained*  Gool  ^tudy  usually 
follows  good  teaching  and  personal  industry  will  he  largely 

the  result  of  "an  atmosphere  charged  with  the  finest  sug- 

2 
gestion  for  intellectual  achievement*"    There  is  joy  in 

achievement  and  when  there  is  pleasure  in  the  work  one  is 
doing  failure  and  mental  stagnation  are  utterly  impossible. 
It  is  our  business  to  stimulate  the  individual  to  attain, 
and  to  bring  into  full  fruition  all  his  potential  possibil- 
ities. Trivial  hindrances  often  have  tremendous  consequences 
and  so  individual  differences  must  be  considered,  and  we  must 
not  presuppose  a  habit  of  study  where  none  exists*  Frequent 
conferences  aro  necessary  for  they  invite  confidences  and 
renew  courage  when   determination  is  at  low  ebb. 

Each  day's  mental  climb  must  be  attractively  an- 


!•     Hall-Quest  A»I»  -  Sxipervised  Study,  page  9* 
2,     Hall-Quest, A. I.   -  The  Direction  of  Study  -  in  The  Modern 
High  School  -  C«  H.  Johnston,  page  265. 


-18- 

nouneed  and  carefully  planned  if  new  heights  are  to  be 
sealed.  The  "Alpine  Guide"  who  knows  the  lay  of  the  land 

can  mate  the  climb  exhilarating  by  pointing  out  the  broad 

1 
panorama  of  knowledge  at  each  new  altitude.    It  was  the 

tradegy  of  the  unprepared  which  closed  the  door  to  the 
wedding  feast,  upon  the  faces  of  five  of  the  foolish  virgins. 
It  is  the  tragic  realization  of  the  fatalities  on  the  journey 
which  has  caused  us  to  recognize  the  need  of  supervising  the 
preparation,  as  well  as  the  climb  up  the  trail  in  their 
mental  experiences.  The  teacher  must  act  as  a  "salesman  of 
truth"  and  if  it  is  "attractively  advertised  the  students 
will  be  curious  enough  to  look  over  the  goods.."  Often  a 
"sale"  is  lost  because  we  expected  too  much  from  the  cus- 
tomer. We  have  too  often  expected  him  to  grasp  in  a  moment 
what  it  has  taken  us  months  to  attain.  This  has  not  been 
our  conscious  purpose  but  it  has  its  evidence  in  the  fact 
that  while  the  explanation  may  be  recognized  it  does  not 
accomplish  the  results.  The  application  is  a  failure  #ien 
put  to  the  test  hours  afterwards.  Supervision  of  study  *fehen 
means  more  than  watching  and  policing  while  the  student  is  at 
work  on  an  assignment;  it  means  working  with  him  and  helping 


1.  Hall-Quest,  A.  L. :  The  Direction  of  Study  in  The  Modern 
Hi$i  School,  G.  H.  Johnston  -  page  272. 


-19- 

him  "put  it  across"  whan  opposition  clocks  the  way.  It 
is  a  democratic  service  "under  the  leadership  of  the 
wisest  and  the  "best*" 

In  attempting  to  administer  supervised  study 
there  has  "been  a  con3iderahle  number  and  variety  of 
methods  devised*  It  is  somewhat  difficult  to  evaluate 
these  but  it  is  hoped  that  the  variety  iuentioned  will  he 
sufficient  for  every  3ohool  to  find  the  type  heat  fitted  to 
its  needs.  The  Pueblo  plan  1  abolishes  all  class  recita- 
tions and  substitutes  supervised  individual  study.  Its 
fundamental  characteristic  is  the  conservation  of  the  in- 
dividual. ?hey  began  the  work  by  prohibiting  all  outside 
study.  They  abolished  the  recitation  and  all  work  was  made 
advance  work.  Every  room  i3  a  studio  or  workshop  wherein 
each  work  as  individuals  and  advance  as  rapidly  as  ability 
will  permit.  Mo  student  i3  advanced  or  retarded  because  of 
the  class.  Each  is  a  class  by  himself  and  receives  attention 
whenever  he  needs  it.  There  are  no  marks,  no  meohanical  re- 
wards for  doing  right,  no  ranking  or  discriminating  honors  of 
any  kind.  It  is  claimed  for  this  plan  that  it  develops  self- 
reliant  workers,  more  and  better  work  is  done  and  the  opportun- 


1.  Search,  P.w.  •  Individual  Teaching.  Pueblo  Plan  -  February 
1894,  Educational  Eeview  -  Vol.  VII,  page  154. 


-20- 


ity  for  daily  and  continuous  promotion  is  an  immense  stim- 
ulus* It  is  a  desirable  plan  if  there  are  sufficient 
teachers  to  give  tho  necessary  amount  of  supervision,  for 
to  be  effective  supervision  must  "be  given   Then  it  is  most 
needed.  This  plan  has  many  adherents  and  has  been  tried  in 
a  number  of  places  with  satisfactory  results.  Some  object 
to  this  plan  on  the  ground  that  it  involves  an  enormous 
amount  of  mental  bookkeeping  on  the  part  of  the  teacher ,  be- 
cause the  progress  and  peculiar  difficulties  of  each  student 
must  be  held  in  mind.  It  also  subjects  itself  to  criticism 
in  that  only  skilled  teachers  can  use  it.  By  far  the  most 
serious  objection  is  the  fact  that  it  fails  to  recognize  the 
school  as  a  social  institution  in  which  members  should  work 
not  only  for  themselves  but  with  and  for  others. 

In  teaching  the  pupils  how  to  study  in  the  Uni- 
versity High  School  of  Chicago,   they  repaired  only  the  stu- 
dents who  needed  the  recitation  to  give  attention  to  it,  and 
provided  supplementary  work  for  the  fast  pupils.  They  began 
experimenting  with  one  class  by  not  assigning  home  work  and  the 
result  easily  proved  that  it  may  safely  be  reduced.  This  test 
also  showed  thrt  this  class  worked  with  more  confidence  and 


1.  Breslich,  S.H.:   Teaching  Eigh  School  Pupils  How  to  Study, 
October  1912,  School  He view  -  Tol  XX,  page  505. 


-21- 

pleasure.  In  the  plan  now  used  the  new  topic  is  developed 
in  the  classroom  with  the  class  using  the  genetic  or  de  ye  lop- 
mental  procedure.  All  start  each  day  at  the  same  place  and 
work  independently.  No  communication  is  allowed.  The  teacher 
passes  from  one  to  another,  giving  the  slow  pupils  suggestions 
and  direction,  and  encouraging  those  who  lack  confidence.  Of- 
ten a  general  mistake  is  discussed  thoroughly.  When  it  is 
found  that  "bright  pupils  are  gaining  too  much  ground,  an  assign- 
ment of  home  work  is  made,  covering  the  amount  of  work  done  "by  the 
"brightest  pupil.  This  is  given  the  slower  pupils  for  home  study 
that  all  may  do  a  like  amount.  It  is  claimed  for  this  plan  that 
the  effect  is  stimulating,  and  the  entire  period  "becomes  a  "think- 
ing, doing,  and  instruction  period."  To  those  who  feel  that  one 
of  the  main  objects  of  supervised  study  is  to  free  the  child  from 
any  home  work,  a  modification  of  this  plan  might  be  made.   There 
is  no  particular  reason  for  requiring  all  to  do  the  same  amount 
of  work.  It  may  be  unjust,  it  is  at  least  unreal  and  not  found 
in  actual  life.  It  only  means  that  those  who  are  free  for  the 
evening  have  an  opportunity  for  recreation  and  social  develop- 
ment which  will  be  denied  to  the  slower,  and  thus  one  of  the 
great  benefits  of  supervised  study  will  be  lost. 

W.  C.  Reavis,  of  Oakland  City,  Indiana  1   has  adopted 

1.  Heavis,  W.C.  -  Importance  of  a  Study-Program  for  High  School 
Pupils,  June  1911,  School  Review,  Vol.  XIX  page  598. 


-22- 

a  home-stucly  plan,  in  which  each  student  arranges  a  study- 
schedule  card  for  home  and  school.  A  definite  program  for 
the  day  is  required  of  each  student.  Duplicate  cards  are 
made  out  stating  the  periods  of  recitation  and  study*  Each 
study  period  mint  indicate  the  work  he  has  under  considera- 
tion •  One  of  these  cards  is  filed  in  the  study  room  so  that 
the  supervisor  may  know  a is  program  and  intelligently  and 
closely  supervise  his  work.  Each  student  was  urged  to 
properly  divide  his  time  at  home  and  religiously  adhere  to 
the  schedule.  This  plan  necessitates  the  cooperation  of  the 
home  and  this  was  secured  in  large  majority  of  cases*  On  the 
back  of  these  cards  were  printed  ten  suggestions  for  effective 
study*  This  daily  program  is  of  great  value.  It  acts  as  a 
measuring  rod,  giving  a  definite  plan  to  follow,  thus  saving 
time  and  effort.  Mr*  Reavis  found  that  this  program  helps  to 
solve  the  problem  of  discipline  and  is  of  assistance  to  the 
teacher  in  charge  of  the  study  hall.   It  is  extremely  diffi- 
cult to  find  a  plan  without  faults  hut  it  would  seem  that 
success  will  he  doubtful  where  part  f  the  program  is  left 
to  the  parents.  Those  who  need  it  most  fail  to  properly 
respect  the  parental  requests,  and  any  half-hearted  and  half- 
successful  school  program  only  invites  disregard  for  other 


-23- 


plans*  The   machinery  is  too  complex,  although  the  habit 
of  programming  yourself  is  an  excellent  one  to  form  and 
industriously  followed  means  economy  in  time  and  energy. 

Conference  plans  are  of  various  kinds*  Some 
principals  require  the  teachers  to  remain  a  certain  length 
of  time,  after  the  regular  session,  for  conferences*  During 
this  time  the  student     call  for  assistance,  or  explana* 
tion  at  that  time,  and  the  teacher  has  a  chance  to  take  up 
undividual  cases  and  thus  learn  many  of  the  personal  pecul- 
iarities of  the  students.  If  the  conference  is  informal, 

personal  and  friendly  if  offers  possibilities  of  influence 

1 

such  as  no  other  method  can  provide. 

Pittsburg,  Pa*   and  Long  #each,  California  u3e 
the  conference  hour  once  a  week,  to  increased  advantage. 
This  is  a  free  hour  in  so  much  as  no  assignments  are  made 
and  no  preparation  required  of  the  students.  Many  important 
uses  have  arisen  as  new  uses  for  the  hour  have  been  found. 
Whenever  formal  school  work  occupies  this  time  we  find  the 
conventional  methods  being  used.  It  became  a  review  period 
for  the  Latin  class,  vihlle   the  German  department  returned 

1.  Hall-Quest,  A.L.:  Supervised  Study,  page  98. 

2.  Rynearson,  E.I  Conference  hour  in  Pittsburg  High  School, 

April  1912,  School  J  eview,  Vol  XV,  page  246. 


-24- 

correoted  papers  and  discussed  them*  Others  use  it  for 
preparation  of  future  work  and  it  then  takes  on  all  the 
phases  of  supervised  work.  Very  often  it  is  the  will  of 
the  pupils  which  determine  s  the  nature  of  the  hour.  School 
problems  come  in  for  consideration,  or  recreation  takes  the 
place  of  formal  classroom  work.  Mr.  Bynearson  has  well 
called  it  a  "clearing-house  for  all  school  affairs •" 

De  Kalb,  Township  High  School  has  gone  a  step 

further  for  the  conference  hour  in  that  a  study  period  a 

1 
week  in  each  subject  is  provided.    On  Monday  all  first  hour 

classes  are  study  periods  and  the  instructors  supervise  the 
work.  Tuesday  the  second  hour  becomes  the  study  period,  and 
this  period  is  advanced  each  day  with  a  new  type  of  work 
given.  By  distributing  these  periods  the  instructor  has  an 
opportunity  to  observe  the  study  habits  in  the  various  sub- 
jects and  the  student  may  get  the  necessary  help  on  his 
difficulties  before  it  is  too  late.  Prospective  failures 
are  detected  weekly  instead  of  monthly  or  quarterly  as  marks 
may  be  issued.  Besides  these  regular  periods  others  have 
been  interpolated  between  the  third  and  fourth  in  the  morning 
and  before  the  last  in  the  afternoon.  The  morning  it  is  used 


1.  Periods  of  Study  in  Hi$i  School,  January  1913,  School 
He  view,  Vol.  XVI,  page  58. 


-25- 

for  conferences,  general  assembly,  vocational  ttlks,  lec- 
tures, musicals,  dramatics,  rallies  and  all  general  pur- 
poses of  the  school.  In  the  afternoon  v/ork  is  formal  and 
is  usually  a  general  supervised  study  period. 

The  program  which  does  not  provide  for  super- 
vised study  shows  lack  of  concern  for  the  men  to  1  progress 
of  the  child.  It  must  be  constantly  on  the  defense  before 
the  public #  as  well  as  showing  lack  of  common  sense  senti- 
ment* Every  failure  in  school  is  an  indictment  against  the 
organization  and  makes  necessary  adjustments  during  the  term 
which  might  easily  be  avoided  if  the  school  was  made  the  edu- 
cational workshop*  The  University  High  School  of  Chicago  made 
a  great  saving  in  mortality  when  review  groups  in  Algebra  and 
Latin  were  formed.  After  ten  weeks,  all  the  prospective  fail- 
ures were  given  twenty  lessons  on  .the  work  covered  during  the 
ten  weevs.  Each  lesson  us^cl  ohe  laboratory  method  and  each 
student  was  treated  as  a  pathological  subject.    Such  work 
shows  an  interest  in  the  welfare  of  the  stiadent  and  prevents 
the  stigma  of  failure  from  falling  upon  the  undeserving*  The 
University  High  School  at  Columbia  Missouri  is  attacking  this 
problem  from  the  right  angle  when  they  reversed  the  common 
practice  by  reducing  the  recitation  to  one -third  and  used  the 

1.  Caldwell,  O.V.:   "Laboratory  Method  and  High  School  Effi- 
ciency" -  March  1913,  Popular  Science  Monthly,  Vol. 
IXXXII,  page  243* 


-26- 

remainder  in  supervised  study  and  careful  assignment. 
If  you  cannot  have  the  hour  or  double  period  program  such 
a  plan,  while  it  will  not  eliminate  home  study,  will  make 
it  more  effective. 

When  we  consider  the  difficulties  of  initiating 
such  a  program  of  supervised  study,  it  is  well  to  remember 
that  we  have  something  more  than  that  intangible  appeal  to 
sentiment  upon  which  to  "base  our  claims.  It  requires  more 
teachers  and  usually  a  longer  day.  The  University  of  High 
School  of  Wisconsin  shows  that  the  longer  period,  sixty 
minutes,  of  recitation  and  supervised  study,  increasesthe 
net  teaohing  time.  When  we  add  "fifteen  minutes  to  each 
non-laboratory  subject  we  gain  thirty- three  and  one-third 
per  cent  in  teaohing  time.  With  a  school  year  of  one  hun- 
dred eighty  days,  there  is  approximately  a  gain  of  sixty 
days.  Even  in  a  laboratory  course  the  net  time  is  equal  to 
the  double  consecutive  periods  twice  a  week."  If  mortality 
can  be  decreased  even  in  proportion  to  the  increase  in  teach- 
ing time,  then  the  necessary  increase  in  the  teaching  force 
will  be  balanced  by  the  cost  now  sustained  in  teaching  the 
repeaters. 

Wm.  Wiener,  Principal  Central  Commercial  and  Manual 

Training  High  School,  of  Newark,  New  Jersey/  is  very  enthusi- 

1.  Wiener,  Wm:  Home  Study  Reform,  School  Beview,  Oct.  1912  Vol. 

XXt  page  526.  ■  ■ 


-27- 

astic  over  the  results  of  supervised  study  on  the  one  hour 
plan*  The  school  program  has  five  main  hour  periods  with 
five  minutes  intermission  between  hours  for  relaxation  and 
recitation*  The  hour  is  about  equally  divided  between  re- 
citation and  study  but  this  is  elastic  and  bends  to  meet 
the  occasion*  The  last  part  may  be  for  studyf  conferences 
or  individual  help*  All  teachers  keep  office  for  one  hour 
after  school  for  the  purpose  of  assisting  and  advising  with 
those  who  may  come  or  those  who  need  help.  In  all  this  work 
there  has  been  two  very  desirable  results.  Discipline  is 
better  because  the  room  is  an  educational  workshop"  and  every 
one  is  busy.  Independent  and  individual  work  is  secured  with 
the  result  that  a  fine  tsrpe  of  honesty  develops  and  resource- 
fulness is  exercised*  Mr*  Wiener  ably  described  the  work  in 
the  following  3imile,  he  says,  "The  school  is  similar  to  a 
corporation,  organized  on  a  co-operative  basis,  each  stock- 
holder puts,  as  capitaj.  his  best  efforts  and  energies,  and 
receives,  as  dividends,  confidence,  self-respect,  and  satis- 
faction through  achievements*"  Perhaps  the  greatest  benefit 
accrues  to  the  teacher  in  the  opportunity  the  period  affords 
to  teach  the  student  how  to  study.  He  must  bev  taught  "how  to 
tackle"  successfully,  and  to  do  this  he  must  practice  under 
the  supervision  of  "the  coaoh"  where  wrong  methods  may  be 


-28- 
eliminated  and  better  plana  shown.   It  is  a  method  of  eon- 
serving  student  resources  which  is  one  of  the  imperative 
educational  needs  of  the  day,  The  quantity  of  home-work 
decreases  hut  the  quality  improves*  The  habit  of  success 
becomes  established,  discouragement  is  prevented  and  the 
teacher  is  freed  from  excessive  conference  work* 

The  double-period  plan  is  undoubtedly  the  ideal 
one  where  conditions  will  permit.  In  the  Joliet  Township 
Hi$i  School  the  plan  grew  out  of  the  need  of  devising  some 
plan  of  preventing  the  large  number  of  failures  in  certain 
classes.  It  grew  naturally  and  was  extended  gradually  un- 
til now  it  includes  all  the  classes  of  the  first  two  years 
of  high  school.  The  study  period  is  laboratory  work  and 
the  teacher  gives  assistance  where  and  when  needed.  Much 
of  the  work  is  completed  in  the  workshop,  and  it  does 
insure  daily  and  individual  effort.  Mental  loafing  and 
parasitism  is  impossible  in  the  atmosphere  of  such  a  place. 
Dr.  Brown  says,  "The  soheme,  like  all  others,  is  dependent 
largely  on  the  attitude  of  the  teacher.  Supervised  study 
reaches  its  greatest  defense  in  one  in  whom  the  qualities 
of  sympathy  and  interest,  inspiration  and  magnetism,  and 
human  uplift,  are  dominant. n 

1.  Brown,  Dr.  J.  Stanley;  The  Double  Period  Plan,  February 
1915,  School  and  Home  Education. 


-29- 

Principal  G.  C.  Jensen,  of  Elko,  Hevada  uses 
supervised  study  saying  in  justification  of  it,  "There  is 
really  little  reason  for  a  student  digging  away  for  an 
hour  over  a  difficulty  which  the  teacher  can  clear  up  in 
a  minute  hy  suggesting  the  proper  method  of  approach.  We 
are  now  "beginning  to  teach  our  students  how  to  study  and 
something  ahout  the  art  of  concentration  -  the  only  key  to 
success*" 

Several  years  ago  Supt.  John  Kennedy,  of  Batavia, 

1 

New  York,   hit  upon  a  plan  of  study  supervision  which  he  has 

adjusted  and  modified  until  he  thinks  he  has  a  panacea  for  all 
evils  growing  out  of  the  common  methods  of  the  recitation.  As 
it  applies  to  high  school  it  is  a  coach  and  study  supervision 
plan*  It  has  always  "been  popular  "because  the  people  under- 
stood it,  and  thus  it  is  a  "reform  without  martyrs. TT  He  has  a 
general  individual  teacher  in  high  school  whose  work  is  with 
those  who  are  slow  or  are  doing  unsatisfactory  work.  In 
addition  to  that  each  teacher  gives  half  of  her  time  to  in- 
dividual supervised  work.   Some  very  splendid  results,  in 
preventing  failures,  and  in  the  quantity  and  quality  of  work 
have  "been  accomplished. 

The  study  coach  is  another  plan  for  supervised 
work.  One  person  devotes  all  his  time  to  the  work  of  coaching 

1.  Kennedy,  John:   The  Batavia  Plan,  June  1912,  Elementary 
School  Journal,  Vol.  XII,  page  449. 


-30- 

pupils  individually.     "This  work  requires  rare  ability 
and  the  coach  must  ''j©  a  psychologist,  understanding  the 
motives  and  attitude  of  pupils  for  it  is  often  a  very 
delicto  natter  to  analyze  the  problem*     He  is  essentially 
a  diagnostician,  and  the  work  is  individual  instruction  of 
the  highest  kind,"         Concerning  the   inception  and  results 
of  study  coach  work,   Supt«  S.   J.  Gierr,   of  Hilsdale,  Mich- 
igan sayBt   "Four  years  ago  we  employed  an  all  around  man,  a 
graduate  of  Harvard,  to  do  what  we  call  coach  work  among 
our  backward  students*     It  often  happens  that  a  pupil  will 
lose  out  in  his  work,  not  "because  of  lack  of  ability  or 
application,   hut  some  difficulty  arises  which  throws  him 
off  the   track  and  he  gets  "behind  and  becomes  discouraged, 
and  often  students  are   lost  to  the   school  system.     The  work 
that  this  coach  has  been  doing  is  to  take   those  pupils  who 
have  fallen  out  by  the  wayside  and  give  them  individual 
attention  and  assistance,  and  after  a  little  personal  work 
S  they  are  turned  back  again  into  the  class  and  in  nearly  all 

instances  they  are  able  to  take  up  the  work  and  go  on  with 

p 
it.     Vie  have  found  the  results  all  that  we. hoped  for*" 

1.  Hall-Quest,  A,L«:     Supervised  Study,  pages  112-14 

2.  By  letter. 


OHAPTER  III 
SOCIALIZED  CURRICULUM 


During  the  period  of  educational  pessimism,  the 
total  depravity  theory  was  in  full  bloom.   What  you  studied, 
then,  mattered  little  so  long  as  you  didn't  like  it,  and  e^ery 
child  was  inately  wicked,  having  no  good  thing  in  him.  Now  we 
believe  that  it  matters  everything  what  we  study  and  what  we 
read  and  what  we  think.  For  ages  past,  our  curriculum  has 
claimed  that  its  composition  made  it  a  cure-all  for  educational 
ailments,  much  as  did  the  patent  medicine  for  physical  ills. 
It  made  a  desperate  effort  to  make  all  children  alike  by  re- 
quiring all  to  take  the  same  work.  Everything  was  prescribed 
regardless  of  its  functioning  power  in  actual  life.   This  was 
due  to  the  fact  that,  "The  educational  train  had  been  through- 
scheduled  for  the  professions,  and  thousands,  who  found  that 
they  did  not  care  to  reach  their  destination,  were  bowled  off 
like  mail-sacks,  wherever  it  happeneda instead  of  being  com- 
fortably landed  where  they  ought  to  have  gone."     This  point 
of  view  has  changed  and  the  school,  with  its  enriched  curricu- 
lum, is  making  a  determined  effort  to  preserve  the  natural 

1.  Lewie,  W.D.  Democracy's  High  School,  page  20 

-31- 


-32- 


dlfferenoes  in  children  and  provide  courses  of  study,  that  will 
give  them  the  maximum  development  of  whioh  they  are  severally 
capable.  This  becomes  doubly  necessary  as  we  consider  the 
multiplicity  of  vocations  open  to  youth  to-day.  An  intelli- 
gent choice  of  a  life  work  requires  a  diversity  of  training 
and  practice  at  close  range  if  we  would  avoid  misfits  and 
failures  in  society,  or  if  we  are  interested  in  helping  every- 
one to  find  the  work  into  which  he  may  put  life's  energy  and 
draw  out  happiness.   "Someone,  somewhere  in  Prance"  has  said, 
'The  probability  that  an  adolesoent  will  hit  upon  the  activity 
whioh  will  light  up  his  soul  with  the  consciousness  of  a 
special  capacity  or  ability,  is  exactly  proportional  to  the 
extent  of  his  opportunity  for  varied  action." 

If  the  schools  are  to  prepare  cltiaens  for  citizen- 
ship let  us  make  it  a  laboratory  for  solving  school  community 
problems.  Live  facts  or  dead  languages  are  no  longer  legiti- 
mate questions  for  debate.   Let  us  have  a  few  men  with  imagi- 
nations and  who  are  not  afraid  to  use  them.   Let  us  put  on  our 
own  head  of  steam  and  feel  the  pressure  from  w^ithin  instead 
of  compression  from  without.  *  Let  us  cease  our  preparation 
to  live  hereafter  lest  we  forget  to  live  here.  The  "Kingdom 
of  heaven  must  be  within  you"  before  it  can  be  about  you. 

1.   Scott,  Colin.   Socialized  High  School  Curriculum,  in  Mod- 
ern High  School;  C.H.Johnston,  page  229 


-33- 


Beoause  you  did  not  "inherit  the  Kingdom"  is  no  reason  that  you 
may  not  share  it.  We  oan  establish  a  place  of  oar  own  if  we 
but  practice  a  little  in  trying  to  work  out  a  few  of  our  day 
dreams  which  reappear  only  to  remind  us  of  our  unrealized 
possibilities.  One  dream  poorly  realized  is  worth  more  than 
a  score  of  ideas  wonderfully  idealized.  One  ethical  experience 
is  worth  more  than  a  book  of  moral  precepts.  Perhaps  the  making 

of  a  square  joint  in  the  workshop  may  not  guarantee  a  square 

1 
deal  with  your  fellows,   but  it  can  be  as  safely  assured  when 

a  similar  training  in  the  workshop  of  human  association  is  pro- 
vided. 

The  appreciation  of  the  public's  need  for  various 
types  of  trained  service  is  modifying  and  enriching  the  cur- 
riculum. The  motor-minded  man  is  receiving  recognition  along 
with  the  sensory-minded  individual.  Hew  ways  of  adjustment  are 
being  sought  in  order  to  provide  social  and  educational  exer- 
cise for  "all  the  children  of  all  the  people".  Hew  courses 
spring  up  over  night  to  close  the  exit  from  our  high  schools, 
and  offer  alluring  invitations  for  new  work  and  social  activity. 
A  hasty  review  of  a  hundred  catalogues  in  1913  showed  over  two 
hundred  subjects  taught  in  the  high  schools  of  America.  2  This 
enriched  program  of  studieSjWith  the  varied  innovations, is  spread 

1.  Froula,  V.E.  Extra-curricular  Activities,  national  Educa- 

tional Association  Proceedings,  1915,  page  740. 

2.  Hall-Quest,  A.L.  Supervised  Study,  page  11. 


-34- 


out  before  the  youth  in  a  somewhat  bewilder Ing  way  bat  with  no 
less  a  purpose  than  that  of  catching  his  eye  and  capturing  his 
mind,  until  he  finds  the  work  that  will  light  up  his  soul  to 
new  endeavors.  A  casual  glance  at  the  Educational  Directory  of 
1915-16  for  the  State  of  California  shows  sixty-two  subjects 
offered  in  high  schools.  Manual  Training,  including  work  in 
wood  and  iron.  Domestic  Science  and  Art,  Wireless  Telegrajohy, 
General  Science,  Chemistry,  Agriculture,  with  gardening,  farming 
and  marketing,  Physical  Education,  Military  Training,  Typwriting, 
Stenography,  First  Aid,  with  scores  of  others  make  up  the  program 
for  the  average  high  school  of  today.   School  life  is  becoming 
real  life  as  electives  increase  and  the  activities  of  society 
become  the  material  for  laboratory  work.  Along  with  this  vari- 
ety of  work  the  school  is  recognizing  the  social  instincts  of  its 
membership,  changing  its  form  of  government  from  a  despotism, 
"where  the  highest  virtue  is  unthinking  obedience"  to  a  repre- 
sentative democracy  "where  conscientious  public  service  is  ex- 
alted, aggressive  public  righteousness  inculcated,  and  public 

i 
Intelligence  stimulated". 

The  new  curriculum  is  not  better  characterized  than 
by  the  attitude  we  have  recently  taken  of  considering  the  chro- 
nological and  psychological  equally  with  the  pedagogical  age  of 

1.   Lewis,  W.D.  Democracy's  High  School,  page  19. 


•*3o«* 


the  student  as  a  basis  for  promotion.   The  high  school  is  saying 
to  the  fellow  in  the  grades,  'Whenever  you  have  a  mental  age  of 
fifteen  years,  yes,  or  even  a  chronological  age  of  fifteen  years, 
we  want  you.   Come  on  up  higher."  Hewtonville,  Massachusetts, 
leads  out  in  this  way  with  a  very  profitable  and  hopeful  experi- 
ment, with  a  special  transfer  class,  consisting  of  about  sixty 
boys  and  girls  who  entered  high  school  without  diplomas.    For 
various  and  unknown  reasons,  they  had  been  unable  to  complete  the 
grammar  course.  With  some  it  was  only  a  pedagogical  retardation, 
with  others  it  was  mental,  but  care  was  exercised  in  selecting 
and  the  results  were  gratifying.   It  required  a  psychologist  to 
analyze  the  mental  attitude  of  these  students,  for  a  very  defi- 
nite fear  of  failure  possessed  most  of  them*   The  new  work  and 
the  practical  way  in  which  it  was  given  changed  this  feeling 
into  one  of  vague  hope,  until  finally,  under  the  stimulating 
atmosphere  of  the  school  and  the  personal  taste  of  achievment, 
confidence  in  themselves  was  restored  and  they  began  to  respond 
to  every  appeal  to  the  intellect.  Here  we  see  human  wreckage  and 
liabilities  turned  into  human  resources  and  assets.   They  were 
held,  inspired,  and  then  turned  back  into  society,  a  "workman 
that  needeth  not  to  be  ashamed".  Ho  expedition  into  frozen  fields, 
forests  wild,  or  dungeons  deep,  can  compare  to  seeking  the  paths 

1.  Laselle,  Mary  A.  Special  Transfer  Class  -  October  1912, 
Education,  Vol.  XXXIII,  page  109. 


-36- 


whieh  lead  to  the  hidden  interests,  and  stored~up  resources  of 
these  untapped  and  undiscovered  mental  mines. 

Several  years  ago  the  English  department,  of  the  Newark 
High  School,  began  to  list  and  buy  books  for  distribution  to  the 
students.  **•  (This  list  has  steadily  grown  from  year  to  year,  as 
experience  has  shown  the  wisdom  of  adding  new  books  or  eliminating 
others.   The  literary  and  critical  value  increases  from  the  first 
to  the  fourth  year.   The  benefits  grow  largely  out  of  the  selec- 
tion made  and  the  liberty  which  is  given  in  the  selection  of 
books  to  be  read.  Realizing  that  students  coming  into  high  school 
have  read  little  and  have  formed  few  reading  habits,  and  are 
therefor  very  largely  creatures  of  circumstances,  the  list  of 
books  is  distributed  to  the  classes,  suggesting  fifty  to  one  hun- 
dred books  suitable  for  each  year.  Bach  student  is  required  to 
report,  each  term,  on  one  book  of  fiction,  one  of  new  fiction, 
and  one  poem.   The  freedom  in  seleotion,  as  well  as  the  school 
requirement,  'overcomes  the  inertia  in  some  and  the  possible 
timidity  in  others.   The  variety  offered  to  select  from  allows 
the  pupil  to  follow  his  own  bent,  and  thus  creates  a  prejudice 
for,  instead  of  against  the  book.  Strange  would  be  the  boy  or 
girl  who  found  nothing  to  oatoh  the  eye  or  stay  the  hand.  Having 
read  and  enjoyed  these,  the  pupil  can  and  often  does  read  some- 
thing better.  A  positive  distaste  for  poor  and  vulgar  forms  of 

1.  Thompson,  Grace.  High  School  Heading:  Newark  Flan  -  March 
1913,  Vol.  XXI,  page  187. 


-.  .7- 


writing,  is  created." 

There  are  times  when  you  can  well  afford  to  stoop  to 
conquer,  if  in  so  doing  you  raise  the  other  fellow  up  to  your 
level*  Methods  are  not  to  be  too  closely  scrutinized  when  the 
prize  is  a  soul  you  are  convoying  through  the  straits  of  Soylla 
and  Charybdls,  and  into  the  Open  sea  of  safety.  Many  dangers  are 
to  be  avoided  and  mental  ailments  cured.   Parasitism,  Mental 
Loafing,  pseudo -hydrocephalus,  writing  atrophy,  and  spelling 
paralysis  are  some  of  the  very  prevalent  diseases  of  high  school 
students.  The  University  High  Sohool  of  Columbia,  Missouri, 
started  a  spelling  hospital  to  cure  the  last  named  disease. 
Those  failing  to  measure  up  to  the  standard  were  quarantined 
until  all  evidence  of  the  disease  had  disappeared.   Those  who 
were  merely  negligent  were  cured  in  a  week,  the  minimum  time  of 
detention.  Hew  recruits,  who  had  a  temporary  slump,  or  had  es- 
caped detection,  were  added  from  time  to  time.  This  class  was 
dubbed'  the  Hospital  by  the  students  and  usually  one  eonflnement 
worked  a  marvelous  cure.  With  some  it  required  continuous 
treatment  for  indefinite  lengths  of  time  before  their  deep 
seated  Inability  to  spell  was  cured.  This  much  can  be  said  for 
the  plan  that  it  does  stimulate  the  oareless  and  help  the  in- 
corrigible. 

1.  Charters,  W.W.  Spelling  Hospital  in  High  Sohool,  March  1910 
School  Review,  Vol  XVIII,  page  192. 


-38- 


One  of  the  most  hopeful  signs  of  the  times  is  the  en- 
richment of  the  curriculum  by  physical  training.  Many  states, 
during  the  last  legislature,  enacted  laws  providing  for  physical 
education  and  making  the  work  compulsory.   Just  the  form  this 
training  is  to  take  is  left  largely  to  the  school*   It  may  be 
gymnasium  work,  after  careful  physical  examination,  or  it  may 
adopt  general  minimal  essentials,  such  as  authorised  in  the 

1  9 

Badge  Test  for  Boys  and  Girls.    It  may  be  the  Andover  plan 
of  "everybody  out"  or  it  may  be  cadet  work.  Whatever  the  plan 
the  great  significance  lies  in  the  fact  that  we  are  consciously 
recognizing  the  need  of  physical  fitness,  as  a  basis  for  in- 

trt 

tellectual  supremacy,  and  to  fit  the  body  to^the  temple  of  the 
soul.   It  has  taken  Wyoming  to  show  us  the  socializing  influence 
of  cadet  work.  Some  people  can  only  see  a  gun  in  military  train- 
ing while  others  see  everything  else  but  a  gun.  They  see  hiking, 
camping,  first  aid,  wall-scaling,  and  countless  other  activities, 
all  of  which  are  highly  acceptable  and  beneficial.  Regardless 
of  our  view,  Lieutenant  Steever  hat  done  a  splendid  work  with 
the  Cheyenne  High  School  boyB.  Superintendent  Fees  writes  very 
enthusiastically  of  the  work.  He  says,  "Cheyenne  was  the  first 
city  in  the  United  States  to  adopt  the  modified  system  of  Swiss 

1.  Playground  and  Recreation  Association  of  America  -  Bulletins 

#106  and  #121 

2.  Case,  H.J.  How  Andover  solved  the  Athletic  Problem  -  May 

1910  Outing,  Vol.  LXII,  page  231. 


-39. 


Cadets.  It  originated  in  1911  under  the  direotion  of  Lieutenant 
E.  J.  Steever,  who  was  detailed  for  military  instruction  for  the 
State  Militia,   The  work  is  purely  elective  hut  at  the  present 

time  about  sixty  per  cent  of  the  boys  are  talcing  this  work  and 

i 

others  would  be  glad  to  do  so  but  are  engaged  in  other  forms  of 
athletic  sports.   The  Drills  are  held  twice  a  week  during  school 
hours  for  a  period  of  forty-five  minutes  each.  They  consist  of 
manual  of  arms,  military  setting-up  exercises,  hospital  relief 
drills,  examination  drills  and  wall-scaling.  Usually  the  day 
following  the  close  of  school  the  cadets  assemble  for  the  annual 
hike  into  the  mountains*  They  hike  the  twenty-six  miles  to  their 
camping  grounds.   In  camp  they  do  their  own  cooking,  squads  being 
detailed  for  the  several  duties  of  camp  life.   During  the  day 
they  engage  in  military  maneuvering  and  drills  under  the  military 
instructor*  During  the  encampment  and  at  night  sham  battles  are 
engaged  in.  During  recreation  hours,  fishing,  hunting  and  moun- 
tain climbing  are  the  main  sports.  Twice  a  year  public  exhibi- 
tions are  given  in  the  public  school  gymnasium.   The  parents  are 
enthusiastic  over  these  cadet  tournaments  and  attend  in  large 
numbers*  The  Cadets  appear  in  uniform,  the  State  making  an 
appropriation  to  assist  in  purchasing  thesi.  Each  Cadet  is  re- 
quired to  sign  a  certificate  agreeing  to  refrain  from  the  use 
of  tobacco  among  members  of  any  cadet  corps  in  the  state. 


-40- 


Pupils  of  small  stature  are  welcomed  to  the  organization,  a 
policy  in  sharp  contrast  to  that,  usually  prevailing  in  other 
forms  of  athletic  sports,  of  training  those  whose  physical 
powers  are  already  very  marked.  Furthermore,  the  drills  prove 
very  beneficlent,  resulting  in  increased  chest  capacity,  strong- 
er muscles,  a  surer  eye  and  a  clearer  brain.  Training  boys  to 
think  true,  live  true,  and  shoot  true  has  been  the  purpose  of 
this  cadet  movement  at  Cheyenne.  For  five  years  they  have  been 
pioneering  in  the  delicate  matter  of  military  instruction  in  the 
schools.   The  Swiss  and  Australian  models  have  been  followed  in 
some  degree  but  the  big  outstanding  features  of  the  plan  are  en- 
tirely original,  having  particular  regard  for  American  ideals 
and  prejudices."  This  work  Is  so  gripping,  and  the  results  so 
far  reaching,  that  I  am  going  to  pay  my  compliments  to  Mr.  George 
Creel  who  has  so  vividly  reviewed  the  history  of  the  cadet  work 
in  Cheyenne,  and  who  has  so  dramatically  pictured  the  possibili- 
ties, under  the.  splendid  leadership  of  such  men  as  Lieutenant 
Steever.  Mr.  Creel  says,  ^ 

"Like  most  big  ideas,  the  Wyoming  experiment  "just 
happened".   It  was  organized  after  the  acid  test  of  opposition 
had  been  applied.  Time  hung  heavily  on  the  hands  of  Lieutenant 
Steever  and  it  was  out  of  this  restless  energy  that  he  oonoelved 
the  idea  of  a  cadet  oorp  in  the  high  school  of  Cheyenne. 

1.  Creel,  George:  Wyoming's  Answer  to  Militarism  -  February 
1916  Everybody's,  Vol.  XXXIV,  page  160. 


-41- 


Qpposition  sprang  instantly  into  angry  life.  The  labor  unions 
saw  nothing  in  the  plan  but  a  training  school  for  the  militia; 
parents  based  their  objections  upon  the  ground  that  military 
instruction  would  result  in  exalting  martial  ideals  in  the  minds 
of  every  youngster;  preachers  opposed  it  because  it  scented  of 
militarism;  educators  were  antogonistio  out  of  fear  that  indi- 
vidual initiative  would  be  destroyed  and  personal  responsibility 
undermined*  Lieutenant  Steever,  instead  of  denouncing  his 
opposition,  analysed  the  objections  and  devised  ways  of  satis- 
fying them  in  all  fairness. 

"The  Cheyenne  School-Board  gave  its  consent  at  last 
and  Lieutenant  Steever  issued  a  call  for  volunteers.  Sixteen 
boys  responded,  their  ages  varying  from  twelve  to  sixteen  with 
even  greater  differences  in  physique.  They  were  divided  into 
two  squads  each  containing  an  equal  number  of  strong,  medium, 
and  weak  fellows.  Steever  straightway  made  appeal  to  the  three 
fundamentals  of  juvenile  life — love  of  games,  the  competitive 
instinct,  and  the  gang  spirit.   "It's  one  squad  against  the 
other,"  he  said,  "Hip  and  Tuck."  "We  are  going  to  have  a 
tournament  in  January  and  the  winners  will  get  gold  medals. 
Remember  now,  team  play  does  it.  Your  squad  is  your  gang." 
He  got  the  game  spirit  by  wall-scaling  in  competition.  The 
two  walls  were  of  plank:  eight  feet  four  inches  high.  A  fifteen 
foot  run  started  the  climb,  and  the  race  was  to  see  which  squad 


-42~ 


cmuld  scramble  over  first.  Won  by  the  good  time  the  cadets 
seemed  to  be  having,  other  boys  dropped  into  line  so  that  by 
the  day  of  the  tournament,  fifty- five  boys  were  working  away 
and  having  the  sport  of  their  lives*  The  Governor  of  the  State 
opened  the  tournament,  the  national  flag  was  presented  to  the 
eadet  oorp  and  then  the  squads  took  the  floor  and  commenced 
the  struggle  for  medals.  The  enthusiasm  aroused  shook  the 
gymnasium  as  those  youngsters  whirled  through  the  drill  or 
tore  over  the  high  wall,  and  when  the  bugle  shrilled  its  last 
note  the  last  objection  to  a  cadet  corps  died  with  it. 

"Looking  over  his  ground  Steever  hit  upon  a  new  idea 
that  not  only  accentuated  the  non-militaristic  emphasis,  but 
also  gave  promise  of  stimulating  youthful  ardor  to  an  even 
higher  pitch.  Each  squad  was  to  have  a  sponsor  chosen  from  the 
girls  of  the  school,  who  should  be  a  member  of  the  squad  to  all 
intents  and  purposes,  sharing  in  the  high  hopes,  softening 
Juvenile  savageries,  and  giving  a  note  of  chivalry  to  the  com- 
petitions. 

"In  February  1916,  the  first  inter-city  eadet  tour- 
nament was  held  at  Cheyenne,  Casper  sent  one  squad,  Laramie  two, 
Cheyenne  entered  three.  Sot  even  the  famous  Frontier  Bays 
caused  larger  measure  of  excitement  in  Wyoming.  To  the  amaa- 
ment  of  all,  but  its  devoted  supporters,  the  Casper  squad  raced 
away  with  the  medals,  hanging  up  the  remarkable  time  of  eight 


-43- 

seconds  in  the  wall-sealing  competition*     It  was  a  victory 
that  enabled  Lieut*  Steever  to  point  a  smashing  moral.     The 
ages  of  the  Gasper  squad  ranged  from  eighteen  down  to  twelve, 
hut  not  a  youngster  of  the  eight  had  ever  touched  tobacco  in 
any  form  or  been  a  victim  of  evil  habits*     The  lesson  was  not 
allowed  to  lose  its  vividness*     In  Hay  1915 ,  a  second  inter-city 
tournament  was  held,  with  Rawlins  added  to  the  list,  and  again 
the  Casper  squad  carried  off  the  honors.     Wall-sealing  calls 
for  five  trials,  and  three  times  that  gallant  little  eight  did 
the  trick  in  six  and  one-fifth  seconds*     Think  of  it I     A  fif- 
teen foot  dash,  a  wall  eight  feet  four  inches  high,  each  young- 
ster with  a  heavy  rifle  in  his  hand  and  then  all  piling  over 
in  six  and  one-fifth  seconds. 

s  The  idea  must  not  be  gained  however  that  the  Wyoming 
plan  cares  for  nothing  but  a  boy's  chest  and  legs*     There  are 
scholarship  squads  as  well  as  wall-scaling  squads,  and  while 
the  competitions  are  not  fought  out  before  cheering  thousands, 
there  are  medals  for  the  winners  and  the  rivalry  is   Just  as 
keen*     The  squad  leaders  are  elected*     They  take  turns  ohoos- 
ing  members  and  the  fight  is  to  hang  up  the  highest  average  in 
every  branch  of  school  work*     These  scholarship  squads  have 
their  sponsors  to  urge  them  on,  and  the   standings  are  posted  on 
the  bulletin  boards  every  week,  medals  being  awarded  at  the  end 


of  the  term.     One  a  quad  leader  -whose  team  had  lost  in  the 
wall-sealing  tournament,   set  sail  for  a  scholarship  medal, 
and  he  won  his  by  going  to  the  homes  of  his  backward  members 
at  night,  for  the  purpose  of  helping  t&em  in  their  lessons. 
The  results  are  not  more  mysterious  nor  miraoulous  than  the 
commonest  of  common  sense*     Every  fellow  realizes  the  absolute 
necessity  of  keeping  in  shape  and  if  a  fellow  will  not  do  it 
drastic  action  is  taken  by  the  squad • 

Another  tremendous  benefit  lies   in  the  complete 
elimination  of  class  distinction  and  caste  lines.     Snobbery 
finds  it  impossible  to  live  in  the  democratic  atmosphere  of 
the  cadet  corps.     Another  democratizing  influence  lies  in  the 
entertainment  arrangements  during  the   inter-city  tournaments. 
The  boys  and  sponsors  are  billeted  on  the  members  of  the  local 
oorps.     They  believe  that  the  time   to  sow  the  seeds  of  demo- 
cracy is  in  youth,   before  prejudices  have  had  a  chance  to  har- 
den.    A  by-product  of  this  system  is  good  breeding.     No  fcquad, 
when  attending  a  party  or  visiting  away  from  home,  wants  to  be 
disgraced  by  a  "rough  neck"     lessons  in  deportment  that  would 
be  resisted  and  derided  if  they  came  from  adults,  are  heeded 
when  they  proceed  from  the  squad-pals. 

'At  the  beginning  of  each  year  an  election  is  held  by 
secret  ballot.     At  the  start  boy  politics  exercised  a  dominant 


-45- 


influence,  and  many  inefficients  were  chosen  because  of 
personal  popularity  or  social  standing*  It  was  soon  seen 
that  an  inefficient  leader  meant  an  inefficient  squad,  and 
each  succeeding  election  witnessed  an  increase  in  the  intell- 
igence of  voting  that  is  based  on  the  merits  of  the  candidate 
rather  than  his  personality.  Today  the  one  thing  that  counts 
in  cadet  election  is  the  ability  to  deliver  the  goods.  Thus 
the  rery   selection  of  squad  leaders  is  in  itself  a  training 
in  citizenship." 

Mfeny  centuries  ago,  a  young  man,  well-educated, 
well-groomed,  "well-healed,"  a  man  who  was  conscientious, 
sociable,  and  anxious  to  make  a  place  for  himself  in  the 
world,  approached  the  Master  of  Men  and  inquired  the  way  to 
eternal  life.   The  examination  which  followed  showed  him  to 
be  a  worthy  traveler,  and  deserving  of  a  place  among  men, 
but  an  indictment  was  brought  against  him,  "One  thing  thou 
lackest,"  which  caused  the  young  man  to  go  away  sorrowing. 
The  curriculum  today  is  well-educated  and  sociable  but  a  simi- 
lar indictment  must  be  brought  against  it.  A  hasty  inspection 
of  the  courses  of  study  shows  a  progressive  spirit  and  a  grow- 
ing interest  in  supplying  the  mental  powers  with  suitable 
activity,  public  sentiment  and  legislative  enactment  recog- 
nize the  need  of  physical  fitness,  educational  thinkers  are 


-46- 

zealous  in  their  attempts  to  provide  a  healthful  social 
environment,  but  scarcely  a  voice  is  raised  in  "behalf  of 
the  moral  and  religious  cravings  of  every  normal  individ- 
ual* The  pseudo -spirit  of  personal  liberty  which  prompts 
men  to  throw  up  their  hands  in  holy  horror  when  religious 
training  in  the  school  is  mentioned  causes  them  just  as  "bold- 
ly to  bring  down  the  clenched  fist  of  opposition  when  their 
position  on  moral  education  is  questioned.  Ho  man  can  be 
truly  educated  who  does  not  have  an  intelligent  understanding 
of  the  Bible*   It  is  the  only  piece  of  literature  which  has 
come  down  to  us  through  the  ages,  that  has  retained  its  place 
among  the  literatures  of  the  world*  Bo  book  of  fiction,  his- 
tory or  poetry  has  had  as  large  a  circulation,  and  it  is 
doubtful  if  any  book  had  a  larger  circulation  during  the 
current  year.  It  is  the  basis  of  every  treasured  poem,  be- 
loved song,  and  standard  piece  of  fiction*  It  is  broad  enough 
and  rich  enough  for  Protestant,  Catholic  and  lew*  Why  not  use 
the  liberty  which  was  so  carefully  instituted  for  us*  negli- 
gence is  not  liberty*  Liberty  comes  in  the  ability  and  right 
to  choose,  and  its  fullest  realization  will  be  manifested  when 
intelligence  has  had  a  chance  to  develop  under  training  instead 
of  abandonment  and  iggorance*  Is  there  any  reason  to  believe 
that  a  o our so  of  study,  broad  enough  and  free  enough,  could  not 


-47- 

be  worked  outt  if  the  same  degree  of  intelligence  is  used 
as   la  other  parts  of  the  curriculum?  Definite  religious 
instruction,  with  its  accompanying  ethical  and  moral  impli- 
cations, should  be  a  part  of  the  course  of  study  of  every 
school  in  America,  and  a  minimum  amount  of  work  required 
for  graduation.  Equal  emphasis  should  be  given  to  the 
mental,  physical,  social  and  moral.  Then  the  symmetrical 
development  of  the  whole  man,  the  "four-square  man"  would 
be  represented  by  four  lines  each.  When  properly  developed,  ea.cH 
should  form  the  equal  side  of  a  perfect  square.  May  the  time 
soon  come  when  advanced  ground  will  be  taken  on  this  great 
question,  and  a  course  in  religious  training  will  be  as  nec- 
essary as  military  training;  when  we  will  cease  to  hide  be- 
hind the  skirts  of  mother  constitution,  and  when  religious 
liberty  will  have  a  chance  to  flourish  in  the  soil  of  the 
soul. 

Opposition,  to  a  righteous  cause,  often  melts  away 
when  faced  by  the  faith  of  a  mustard  seed.  The  soil  always 
responds  to  cultivation,  and  often  produces  a  harvest ,  where 
only  desert  was  thought  to  be.  Individuals,  organisations  and 
state  legislatures  are  considering  this  question  and  receiving 
splendid  cooperation,  Supt.   irt,  of  Gary,  Indiana  is  fearless 
in  the  exercise  of  his  imagination,  and  has  the  faith  of  his 


-48- 

eonvictions*   In  1914  he  permitted  any,  who  desired, to  attend 
the  church  schools  during  the  auditorium  period.  These 
schools  were  conducted  "by  the  Pastors  of  the  various  churches • 
In  1915-16  he  so  arranged  the  program  so  that  those  desiring  this 
training  might  come  directly  from  home  to  these  schools,  or  go 
directly  after  school*  In  speaking  of  the  influence  of  these 
schools  Supt*  Y/irt  says,  "The  church  schools  have  naturalized 
religion  so  that  it  takes  its  place  along  with  other  interests. 
There  has  been  an  appreciable  difference  in  conduct  and  ideals 

or  purposes  between  those  in  the  church  schools  and  those  who 

1 
did  not'  go." 

Z 
The  North  Dakota  plan   is  perhaps  the  most  widely 

used  and  practical*  The  work  is  planned,  outlined  in  a  sylla- 
bus, standardized,  examinations,  and  credit  o^-ven  by  the  State 
Board  of  Education*  No  sectarianism  is  allowed  and  partisanship 
is  avoided.   It  is  practical  because  no  new  legislation  is  needed* 
The  course  emphasizes  the  value  of  scriptural  history  and  liter- 
ature as  broadly  cultural  subjects*  It  is  vitally  related  to 
the  home  and  its  influence  upon  the  lives  of  the  students  is  very 

1*  Brown  A* A.:  -  The  Week-Day  Church  Schools  of  Gary  Indiana, 
February  1916,  Heligious  Education,  Vol*  XI,  pages  5-19 

2.  Squires,  Vernon,  P.  -  The  North  Dakota  Plan  of  Bible  Study  - 
February  1916,  Religious  Education,  Vol  XI,  page  20* 


-49- 


marked.  The  writer  has  observed  and  taught  this  course f 
with  the  pleasure  of  having  "both  pro te stand  and  catholic 
in  regular  attendance.  In  the  state  of  Washington  ■**  thirty 

high  schools  are  giving  credit  for  Bible  Study •  Birmingham, 

2 
Alabama   gives  credit  solely  upon  certificate  of  attendance t 

diligence,  faithfulness,  and  deportment.  In  1914  Austin, 

Texas  2  had  two  hundred  enrolled  in  various  classes  for 

g 
school  credit*  In  the  same  year  Colorado  '  had  six  hundred 

fifteen  enrolled  in  nine  cities.  In  Wyoming  3  the  Ministers 

teach  the  classes,  which  are  held  in  the  school  building  each 

Wednesday*  All  denominations  are  represented  and  the  reflex 

influence  has  been  felt  throughout  the  community. 


1.  Coe,  ^eorge  A.  -  A  General  View  of  the  Movement  for 

Correlating  Religious  Education  with  Public  Instruction- 
April  1916  -  Religious  Education,  Vol  XI,  page  109. 

2.  Osborn,  Loran  D.  -  The  Colorado  Plan  of  Bible  Study  -  April 

1916  -  Religious  Education,  Vol,  21,  page  124. 

3.  Lynch,  Laura  V.  -  Teaching  the  Bible  in  a  High  School, 

June  1915  -  Religious  Education  Vol  2,  page  256. 


CHAPTER  IV 
SOCIALIZED  HECITATION 

The  formal  school  room,  with  its  rows  of  desks 
of  uniform  size  and  hardness,  and  so  compact  that  it  takes 
an  athlete  to  get  out  of  them  gracefully,  the  walls  of 
somewhat  doubtful  shade,  dotted  here  and  there  with  artistic 
decorations  of  baskets  of  fruit  or  Pharaohfs  Horses,  and  the 
teacher's  desk  "backed  by  his  chair  of  authority,  presents  a 
somewhat  overdrawn  idea  of  the  conditions  under  which  school 
work  is  carried  on.  It  would  be  a  natural  consequence  to 
see  the  students  file  into  this  place,  and  ceremoniously 
prepare  to  listen  while  the  teacher  stands  behind  his  pul- 
pit and  hurls  out  historical  facts  or  moral  precepts.  This 
is  education  for  it  is  the  pouring-in  process.  This  may  be 
the  day  when  the  master  plays  "Sherlock  Holmes  to  the  more  or 
less  sparsely  populated  brain  pans  of  the  luckless  youngsters' 
and  the  contest  then  becomes  one  of  seeing  if  they  can  get  by 
each  attack  although  they  may  not  get  far.  The  third  and 
seemingly  the  last  method  for  the  master  is  to  settle  down 
quietly  and,  with  the  text  as  a  measuring  rule,  listen  while 

-50- 


-51- 


the  students  repeat  or  recite  the  facts  of  the  lesson. 
The  successful  completion  of  this  work  "brings  a  smile  of 
satisfaction  and  a  feeling  of  contentment  to  the  master, 
while  the  students  hold  a  congratulatory  service  in  the 
hall. 

In  striking  contrast  to  this  Hoosier  Schoolroom 
scene  is  the  modern  twentieth  century  huildingt  "beautiful  in 
architecture,  splendidly  equipped,  and  artistically  decor- 
ated. The  room  has  adjustable  desks  or  movable  chairs  ar- 
ranged about  the  room  and  the  teachers  desk  completes  the 
circle.  Each  room  has  an  atmosphere  peculiar  to  the  work 
being  carried  on  there.  The  history  room  becomes  a  workshop 
with  its  pictures  of  the  wo rid* s  great  men  and  the  stories 
of  their  lives.  You  feel  history  when  you  enter  and  the 
spirit  of  the  room  contributes  to  the  success  of  the  hour. 
The  drawing  room  has  the  air  of  an  art  gallery  with  its 
paintings  of  masters  and  the  attempts  of  the  amateur.  All 
the  seats  may  be  moved  where  the  best  light  may  be  had.  The 

easels  become  the  desk  and  all  the  work  is  given  an  artistic 
setting. 

Only  the  Keystone  of  the  arch  is  to  be  fitted  to 
1.  Bourne,  R.S.  -  The  Gary  Schools,  page  116. 


-62- 


complete  the  structure  and  supply  the  strength  which  is 
necessary  if  it  is  to  stand.  A  wholesome  environment, 
and  variety  of  work  needs  only  the  touch  of  the  leader  in 
directing  the  activity  to  "be  given,  in  order  to  "bring  to 
full  fruition  all  the  potential  possibilities  of  the 
millions  of  high  school  students.  Without  this  touch  all 
will  he  as  "sounding  "brass  or  tinkling  cymhal."  There  are 
at  least  four  in3tinots  upon  which  social  activity  and  develop- 
ment is  dependent.  The  art  and  desire  of  communication  is  per- 
haps the  simplest  form  of  expression  and  capable  of  the  great- 
est expansion*  The  constructive  instinct  is  the  has  is  for 
all  socializing  work  of  high  school •   It  is  the  impulse  to 
make,  to  create  and  to  do,  and  it  can  he  irected  into  "results 
of  value  as  well  as  allowed  to  go  on  at  random."  Along  with 
these  there  is  the  instinct  of  inquiry  which,  in  the  proper 
atmosphere,  stimulates  pupils  to  investigate,  and  discover 
with  a  satisfaction  that  cannot  he  compared  to  that  of  telling 
and  showing.  Then  there  is  the  dramatic  or  expressive  instinct 
which  impells  every  individual  to  share  with  others  or  present 
for  their  approval.  "These  are  the  natural  resources,  the  un- 
invested capital,  upon  the  exercise  of  which  depends  the  active 
growth  of  the  child." 

1.  Dewey,  John:  School  and  Society,  pages  42  -  45. 


-53- 


The  socialised  recitation  recognizes  the   in- 
stincts and  impulses  which  control  the  activity  of 
adolescents  and  attempts  to  provide  opportunity  for  the 
exeroise  of  these  in  the  social  relationships  of  the 
school.     It  means  giving  them  a  chance  to  try  out  their 
abilities,   it  means  making  the   formal  recitation  informal. 
It  is  a  time  when  teacher  and  pupil  meet  as  a  social  group 
to  discuss  various  phases  of  life,  and  where  the  work  done 
is  under  the   supervision  of  the  teacher  hut  initiated  and 
carried  on  by  the  students.     The  position  of  the  teacher  in 
such  work  is  that  of  remaining  in  the  background,  encourag- 
ing, helping  and  guiding.     The  students  organize  and  conduct 
the  class  work  and  in  some  cases  have  made  their  own  assign- 
ments, and  submitted  their  rankings  to   12ie  approval  of  the 
class.     This  work  requires  rare  wisdom     on  the  part  of  the 
teacherf  but  there  is  rich  reward  for  the  service.     "The 
teacher  is  an  artist,  under  whose  inspiring  touch  human  beings 
grow  in  strength,   in  good  fellowship,  and  even  in  righteousness. 
If  his  vision  is  clear,  his  faith,  strong,  and  his  heart  devoted 

he  may  lead  his  band  up  the  mountain  and  be  permitted  to  view 

1 
the  promised  land,  and  yes  even  enter  it.* 

1.     F.  f.  Parker,   School  Year  Book,   1912,  Vol,  I  pages  13-14 


-54- 


A  few  pioneers  have  "blazed  the  trail  for  us  and 
while  no  general  plan  has  "been,  or  probably  ever  will  be, 
worked  out,  it  does  give  us  courage  to  attempt  to  realize 
the  hopes  of  which  we  have  been  only  dimly  conscious*  Miss 
Lotta  Clark,  formerly  in  the  Chariest  own  Hi^b.  School  but  now 
connected  wlt-h  Vm   Boston  3?ormal  School,  had  the  courage  of 
her  convJctions  and  decided  to  give  the  students  an  opportun- 
ity  to  be  responsible  for  their  work  in  history*    Many  con- 
ditions seamed  tj  forecast  failure  but  the  novelty  appealed 
to  the  students  and  they  proceeded  to  organize.  In  disposing 
of  Miss  Clark  the  class  called  her  the  'executive  officer1 
with  power  in  times  of  need.  Each  session  was  a  business 
meeting  and  as  usual  the  recognition  by  the  president  was 
necessary  before  a  student  could  speak.  This  shows  that  the 
initiation  was  by  the  students,  as  the  president  only  acted 
as  a  medium.  Each  lesson  began  by  a  volunteer  presentation 
of  the  historical  events*  Points  of  disagreement  were  held 
over  and  evidence  brought  in  the  next  day.  Mistakes  were 
often  made  in  the  selection  of  officers  but  this  only 
offered  training  in  citizenship  and  impressed  them  with  the 
need  of  selecting  the  proper  kind  of  leadership*  It  was 
soon  found  that  they  had  time  to  spare  and  so  they  received 

1*  Clark,  Lotta:  A  Good  way  to  teach  History,  April,  1909 
School  He view,  Vol.  XVII,  page  255* 


-55- 


practice  in  assignment.  Some  sug nested  "bringing  pictures 
to  show  the  remainder  of  the  time,  others  suggested  stories 

to  read,  clubs  were  formed,  all  contributing  to  the  wealth 

r 

of  the  work.  Discipline  was  no  problem  here.  Mirjs  Clark 
was  only  a  good  psychologist  appealing  to  the  proper  in- 
stincts and  impulses  and  making  work  a  pleasure  instead  of 
a  task.  The  socialized  recitation  has  waveringly  taken  one 
step  forward. 

The  spirit  of  the  truly  socialized  recitation  is 
not  content  with  individual  progress  hut  shows  concern  in  class 
progress  as  well.  The  failure  of  anyone  student  becomes  the 
interest  of  all  the  others.  The  development  of  such  a  spirit 
reflects  the  true  value  of  socialized  work.  ,  It  is  no  small 
task  to  generate  a  feeling  of  responsibility  and  to  shock  a 
fellow  out  the  commendable  pride  he  takes  in  his  own  success 
while  at  his  side  are  friends  going  down  to  utter  failure. 
Miss  Clio  M.  Chilcott,  a  co-worker  with  Miss  Clark  in  high 

school,  made  this  phase  of  her  work  stand  out  in  unusual 

1 
prominence,  in  her  mathematic  classes.    All  her  classes  are 

divided  into  groups  with  leaders  and  secretaries  elected.  Each 

day's  progress  is  recorded  individually  *>*&   by  groups.  They 

take  as  much  interest  in  this  as  many  do  in  following  the  score 

1.  Chilcott,  Clio  M:  An  Experiment  in  Cooperation,  February  1912 
Journal  of  Education  -  Vol.  75  page,  125. 


-56- 


and  standing  of  teams  in  some  league.  Perfection  "benefits 
not  only  the  individual  but  the  group  and  incidentally  the  class,, 
while  failure  brings  chagrin  for  it  lowers  the  standing  of  the 
group..  Graphs  took  on  new  life  when  they  meant  showing  the 
students  own  progress,  in  home  work,  class  exercises  and  tests. 
A  comparison  of  these  showed  the  necessary  emphasis*  This  in- 
formation or  "bit  of  "expert  management"  gave  Miss  Chile ott  a 
line  on  all  her  classes  revealing  individual  and  class  differ- 
ences in  no  unmistakable  terms*  When  the  line  on  the  graph 
remained  steadily  high  it  was  evident  that  the  subject  had  been 
sufficiently  treated  and  a  new  one  was  introduced.  A  fear  of 
cheating  or  unfair  play  grips  one^but  Miss  Chilcott  assures  us 
that  the  class  spirit  against  cheating  showed  itself  to  be  very 
strong  on  several  occasions*  and  the  experience  was  a  complete 
revelation  to  her.  By  far  the  greatest  work  of  the  group  lead- 
ers was  the  responsibility  placed  upon  them  by  the  class.  All 
misunderstandings  were  taken  to  the  leaders  for  further  explan- 
ation and  then,  if  necessary,  they  came  to  Miss  Chilcott.  The 
group  leaders  also  give  special  help  to  all  those  who  fall  below 
the  standard  or  who  may  be  absent  for  a  time.  The  benefit  is 
mutual  as  the  helper  gets  as  much  from  the  work  as  the  helped 
and  a  spirit  of  social  service  is  developed. 

For  a  number  of  years  Miss  Dora  Williams,  of  the 


-57- 


Boston  Hormal  School,  showed  that  spirit  of  healthy 
discontent  which  eventually  leads  to  progress .  Each  year 
she  approached  a  little  nearer  the  socialized  class  with 
her  students  in  physiology.  It  is  inspiring  to  read  the 
account  of  the  progress  of  one  class  from  "their  first 

glimpse  of  cooperative  study  to  the  full  enjoyment  of  so- 

1 
cial  solidarity."    It  was  the  ordinary  class  of  students, 

and  they  proposed  to  use  the  community  as  a  laboratory.  The 
inception  of  the  work  was  as  quiet  and  gradual  as  the  grow- 
ing of  a  plant,  in  fact  Miss  William's  problem  was  that  of 
sowing  the  seed  of  self-activity  and  initiation  where  tradi- 
tion had  flourished  for  years.  It  was  a  delicate  task  but  it 
was  destined  to  bring  forth  the  fruits  of  accomplishment  in 
due  season.  Possessing  the  usual  qualities  of  curiosity, 
initiative,  and  love  of  adventure,  which  had  been  "strapped 
down  by  the  conventions  of  the  schoolroom  and  by  a  hyper- 
consciousness  of  the  teacher's  superiority"  they  organized 
with  the  proper  officers  and  selected  the  topics  they  were 
interested  in.  Timidity  and  shyness  soon  gave  way  to  satis- 
faction and  confidence,  which  is  the  "first  milestone  in  all 

1.  Williams,  Bora:  Details  of  Class  Management  in  its  Rela- 
tion to  the  Family,  the  Outside  Community,  and  the 
Subjeot  -  in  The  Modern  High  School  -  C.H.  Johnston, 
page  245 • 


-58- 


oooporative  wor>:.n  As  the  work  grew  in  complexity  it 
necessitated  the  advice  and  help  of  people  of  the  com"* 
munity  and  they  were  impressed  with  the  spirit  of  read- 
iness to  help.  Elaborate  presentations  were  made  which 
attracted  the  community  to  the  sessions,  and  elicited  hoth 
praise  and  discussion.  The  work  received  a  severe  test 
when  the  class  realised  that  they  must  evaluate  the  work 
done  in  terms  of  credit*  It  was  a  very  decided  shock  when 
it  was  learned  that  some  had  done  so  much  and  others  so 
little.  In  the  struggle  to  make  an  individual  showing, 
others  had  been  forgotten.  Ordinarily  there  might  be  re- 
gret felt  for  the  unfortunate  but  no  responsibility  was 
accepted  but, under  this  cooperative  plan  a  new  light  came 
to  them  and  they  as  diligently  set  about  correcting  the 
condition.  New  pairings  were  made,  friendly  coaching  was 
given,  and  while  inequalities  remained,  solidarity  brought 
all  into  port  with  flying  colors .n  In  a  third  year  class 
in  English,    Comus  was  to  be  studied.  The  work  was  checked 
up  to  the  student"  and  after  reading  it  through  carefully, 
they  decided  that  since  it  had  been  written  to  be  played, 
they  would  like  to  play  it.  Several  days  were  spent  in 
weighing  and  discussing  all  the  various  points  of  the  story. 

1.  Reported  by  Miss  Lotta  Clark  per  letter. 


-59- 


Here  was  appeal  to  the  instinct  of  play  and  expression  and 
they  got  down  into  it  in  a  way  that  was  of  far  more  value 
than  the  usual  analysis  of  the  poem.  Characters  "began  to 
growf  some  volunteered,  and  others  were  drafted*  The  cos- 
tumes were  made  or  borrowed  and  the  music  was  loaned  from  a 
neighboring  college.  On  Milton's  "birthday,  Comus  was  given 
for  the  enjoyment  of  the  whole  school.  Parents  requested  a 
performance  and  a  request  from  a  literary  club  necessitated 
a  third  performance.  More  than  a  thousand  people  enjoyed 
the  work  of  this  English  class  and  not  a  cent  had  been  spent 
in  producing  it.  The  pupils  enjoyed  it  thoroughly,  and  felt 
that  they  had  done  something  worth  while.  They  will  certain- 
ly never  forget  Gomus.  The  value  of  it  was  appreciated  by 
one  of  the  teachers  who  said,  "You  have  saved  my  life  with 
that  production  of  Comus.  My  pupils  have  never  liked  it  and 
I  have  been  in  despair." 

At  another  time  incidents  from  the  story  of  Rip  Tan 
Winkle  were  dramatized  and  the  production  proved  so  successful 
it  was  repeated  for  the  school.  Hot  many  things  in  the  English 
course  should  be  dramatized  but  one  such  experience  in  each 
class  in  a  year  will  act  as  leaven  to  a  mass  of  rhetoric  and 
grammar  drill  work.  One  of  the  most  noticeable  and  important 
forces  in  all  this  work  is  the  realization  by  the  pupils  that 


-60- 


there  is  real  fun,  their  kind  of  fun,  to  be  enjoyed  in 
studying  what  their  elders  have  decided  to  "be  the  finest 
in  literature*  What  they  have  enjoyed,  they  will  hold  in 
their  minds  and  think  of  again  and  again.  What  they  dis- 
like, they  will  put  out  of  their  minds  as  soon  as  possible. 
The  crowded  conditions  in  the  Eastern  High  School, 

Detroit,  pushed  Miss  Marsh  and  her  English  students  down  into 

1 

a  Janitor's  supply  room.    She  used  this  opportunity  to  so- 
cialize the  rich  and  poor,  black  and  white,  and  the  Jews  and 
Gentiles  wjiich  made  up  the  membership  of  her  class.  Groups 
were  organized  and  a  remarkable  spirit  sprang  up  in  their 
endeavor  to  transform  the  room  and  give  it  a  real  English 
atmosphere.  The  occasion  was  somewhat  enlivened  by  a  few 
spreads  and  a  social  hour,  wherein  the  classes  alternated  in 
playing  host.  As  a  result  of  this  cooperative  work  they  or- 
ganized literary  societies  where  debates  and  discussions 
often  displayed  more  heat  than  light.  To  vitalize  the  work, 
selections  were  dramatized,  and  nfliers  in  journalism"  attempted 
with  "local  color"  generously  spread  over  the  entire  production. 
Social  group  work  came  in  for  its  share  here  for  the  commercial 
students  did  the  writing,  letter  designers  produced  artistic 
headlines,  cartoonists  with  only  microscopic  gifts  diligently 

1.  Marsh,  Alice  L.  Socializing  Influences  in  the  Classroom, 
February  1916,  English  Journal  -  Vol.  5,  page  89. 


-61- 


portrayed  the  lady  of  the  Lake  and  prepared  posters  for 
advertisement.  Social  pressure  stimulated  the  delinquents 
and  "our  newspapers ,"  says  Miss  Marsh,  "were  a  fitting 
climax  to  the  year's  work  and  really  demonstrated  the  growth 
in  group  spirit. n  Here  is  the  opportunity  to  lay  the  founda- 
tions of  good  taste  in  the  choice  of  dramatic  amusement. 
Civics,  because  of  the  nature  of  the  subject,  lends  itself 
to  the  socializing  influence .very  readily.  Perhaps  no  sub- 
ject has  had  so  many  failures  and  tradegies  as  civics,  due 
no  doubt  to  the  large  number  of  attempts  and  to  wrong  plans. 
The  development  of  the  teaching  of  civics  from  the  formal  to 
the  socialized  plan  is  interesting.    It  is  a  patriotic  sub- 
ject and  the  love  of  Flag  and  Country  has  been  the  theme  of 
song  and  sermon  for  centuries •  Wl ile  the  Fathers  were  aealous 
in  their  attempts  to  impress  the  youth  of  the  land  with  loyalty 
and  devotion,  it  was  a  regrettable  fact  that  the  singing  of 
national  songs  and  the  preaching  to  youth,  failed  to  develop 
a  sturdy  citizenship.  The  passivity  of  the  students  was  no 
indication  that  a  great  moral  and  patriotic  regeneration  was 
in  process.  After  several  centuries  some  sage  arose  and  de- 
clared that  "knowledge  is  power."  In  feverish  haste  they  be- 
gan to  tell  boys  and  girls  about  good  citizenship.  The  busy 

1.  Kiernan,  Frank  -  Development  of  Socialized  Recitation 
Craftsman,  September  1914,  Vol.  XXVI  -  page  627. 


-62- 


presses  flew  and  ground  out  books  by  the  thousands*  "They 
seemed  to  feel  that  all  opportunity  for  this  knowledge  will 
close  when  the  student  leaves  school  and  the  rest  of  his 
life  will  "be  through  a  howling  intellectual  desert,  in  which 
each  one  will  he  dependent  for  his  supply  of  this  "water  of 
life"  upon  the  amount  which  he  has  stored  away  in  the  reservoirs 
in  his  interior,  like  a  camel."  Good  citizens  failed  to  #ppear 
and  they  were  amazed.  At  last  a  new  vision  came  to  them  and 
the  present  attempt  is  to  prepare  good  citizens  hy  giving  the 
student  a  part  in  the  running  of  the  school,  and  using  the 
community  as  the  laboratory  for  further  experiments.  At  present 
we  are  in  a  dilemma  for  it  is  difficult  to  decide  whether  to  take 
the  pupil  to  the  government  or  bring  the  government  into  the 
school  for  the  students  to  experiment  with  upon  themselves.  Miss 
Nellie  Hammond,  of  the  Wo  burn  High  School  was  very  successful  in 
taking  the  students  to  the  government.  ^  She  organized  a  school 
city,  and  after  a  thorough  knowledge,  of  how  to  run  a  city,  was 
secured,  officers  were  nominated ,  elected  and  installed,  with  all 
the  pomp  and  ceremony  that  the  falseness  of  the  occasion  permitted. 
It  was  reported  that  the  inaugural  address  of  the  young  Mayor  was 
a  splendid  piece  of  work  and  one  which  a  bona-fide  mayor  need  not 
have  been  ashamed  of.  The   young  mayor  received  an  admiration  and 

1.  Reported  by  Miss  lotta  Clark  per  letter. 


••6S-. 


loyalty  from  Ms  citizens  which  was  enviable*     While  this 
experiment  was  a  success,   there  have  "been  hundreds  of  sim- 
ilar ones  go  on  the  rock.     However  when  the  government  is 
brought  into  the  school  and  the  students  participate   in  itt 
a  wise  leadership  will  insure  success  and  prove  highly  ben- 
eficial as  a  socializing  factor. 

The  excursion  comes  in  for  its  share  of  considera- 
tion whenever  any  serious  attempt  is  made  to  socialize  class- 
room work.     Realizing  that  a  large  per  cent  of  students  leave 

1 
high  school  at  the  end  of  the  first  yearf  Miss  Clark         de- 
termined to  make  this  one  year  as  profitable  as  possible. 
About  a  hundred  good  story  books  were  placed  at  the  disposal 
of  the  class,  and  they  were  allowed  to  read  as  much  as  they 
desired.     Each  week  a  liberal  time  was  given  to  discussion  of 
the  reading  and  later  in  the  year  standard  literature  supple- 
mented these.     The  composition  work  had  a  vocational  aspect 
and  all  had  a  definite  purpose  from  the  boy's  point  of  view. 
Everything  of  interest   in  the   commiinity  was  noted  and  made 
preparatory  to  the  work  which  was  to  follow. 

*!Phe  greatest  interest  was  in  the  coal  wharves* 
Letters  were  written  to  the  largest  firms,  asking  permission  to 
visit  them,  a  group  of  fellows  looked  over  the  letters,   selected 

1.     Reported  by  letter. 


-04- 


the  "best  and  mailed  it#  The  others  were  used  as  a  "basis 
to  discussion  and  improvement.  A  member  of  one  of  the 
large  firms  called  in  person  and  invited  the  class  to  visit 
upon  the  arrival  of  the  next  "barge.  The  visit  materialized 
a  little  lrter  and  the  class  returned  with  material  suffi- 
cient to  last  a  week.  The  whole  process  was  reviewed  from 
the  ship  to  the  bint  while  an  opportunity  was  given  to 
visit  the  accompanying  departments  including  the  office. 
Letters  of  thanks  were  penned  and  the  "best  mailed. 

There  had  been  genuine  enjoyment  in  the  trip  and 
the  subsequent  work.  Scores  of  other  places  were  suggested 
and  groups  were  organized  with  one  of  the  number  as  leader. 
Each  group  arranged  outlines  of  what  had  been  seen  and  then 
the  trip  was  reviewed  before  the  class.  This  gave  expression 
in  oral  and  written  work  and  both  improved  noticeably.  Per- 
feot  written  English  was  the  goal  and  it  was  frequently  at- 
tained. The  ideal  of  eliminating  certain  glaring  mistakes 
from  English  was  established  and  often  it  was  accomplished  • 
forceably.  The  process  occasionally  required  a  gap  and  a 
swallow  in  order  to  prevent  a  mistake  from  slipping  out  but 
improvement  is  near  at  hand  under  such  pressure.  Miss  Clark 
says  "when  a  boy  takes  himself  in  hand,  he  is  a  good  way  along 
on  the  right  track."  A  total  of  eighteen  different  industries 


-65- 

were  visited  during  the  year.  The  hoys  had  met  fellows  of 
their  own  age  at  work  and  had  talked  to  them.  They  hr ought 
work  from  the  world  into  the  school  and  sent  work  "back  into 
the  world,  and  as  a  result  they  had  an  intelligent  idea  of  a 
boyfs  chance  in  it.  Common  instincts  had  been  appealed  to  in 
this  class  and  were  found  to  he  powerful  allies. n? 

Miss  Mulrey  tried  a  similar  plan  with  her  class  of 
eighty  pupils,  after  the  formal  methods  were  weighed  in  the 
balance  and  found  wanting.  A  saw-mill,  steam  engine,  water 
system  and  an  automobile  furnished  examples  in  arithmetic, 
and  a  basis  for  English  work.  As  far  as  possible  every 
suggestion  of  the  boys  was  carried  out,  and  it  made  a  vigor- 
ous and  lasting  appeal.  Their  interest  in  the  gymnasium  was 
made  an  incentive  for  good  work.  They  established  a  business 
standard  which  required  every  boy  to  be  ready  ererj   day  with 
every  lesson  when  he  came  to  school.  That  was  "delivering 
the  goods  on  time."   With  the  cooperation  of  the  other  teachers 
and  the  development  of  the  social  group  spirit,  a  definite  so- 
cial resource  was  secured  for  society  which  might  easily  have 
been  a  heavy  liability. 

During  the  last  three  summers  Miss  Clark  has  been 
giving  courses  in  history  methods  and  pageantry  at  the  Univer- 
sity of  Wisconsin  and  at  Boston  University,  with  encouraging  re- 
sults. As  a  means  of  socializing  and  vitalizing  history  work, 


.66- 


It  can  hardly  "be  excelled*  When  it  reaches  out  in  all  its 
possibilities  it  becomes  a  tremendous  socializing  agency  for 
the  entire  community.  Louis  S«  Parker  defines  the  pageant  as 
"a  festival  of  thanksgiving  to  Almighty  God  for  the  blessings 
of  the  past,  the  opportunities  of  the  present,  and  the  hope  of 
the  future*"  Mr.  Langdon,  the  American  pageant  master  says, 
na  pageant  is  the  drama  of  a  community  in  which  the  place  be- 
comes the  hero  and  its  history  is  a  plot."  Miss  Clark  speaks 
of  the  pageant  as  "the  doing  of  one's  local  history."  At 
least  it  is  an  attempt  to  give  a  big  community  history  lesson. 
If  it  is  local  history  that  is  to  be  shown  it  uncovers  ancient 
traditions,  awakens  old  memories,  and  reviews  step  by  step  the 
historical  progress  of  the  community  from  frontier  days  and  the 
stage  to  free  delivery  and  the  automobile.  The  old  men  dream 
dreams  and  the  young  men  have  visions,  and  all  unite  in  a  mag- 
nificent effort  to  make  the  event  a  festive  occasion. 

The  most  important  socializing  event  of  the  history 
work  in  the  Charlestown  High  School  was  the  historic  pageant 
whioh  Miss  Clark  relates  so  vividly;  **  She  says,  "It  brought 
back  to  lifo  scenes  of  an  Indian  Camp  in  old  Mishawum  as  the 

1.  Clark,  Lotta  A.  -  Pageants  and  local  History  -  November 

1914,  History  Teacher's  Magazine,  Vol.  5,  page  287. 

2.  Clark,  Lotta  A.  -  Charlestown  Pageant  -  November  1914, 

History  Teacher's  Magazine,  Vol  5,  page  287. 


-67- 


Indians  used  to  oall  it.  There  we  saw  Captain  John  Smith 
in  the  Court  of  King  James t  in  England,  showing  a  map 
of  our  coast  which  he  had  explored*  We  listen  while  little 
Prince  Charles  names  our  river  for  himself  and  expresses  a 
hope  that  a  town  may  grow  up  there  and  hear  his  name.  We 
feel  a  pang  of  sadness  when  we  realise  that  the  gay  little 
Prince  "becomes  Charles  I  of  England,  and  was  beheaded.  We 
never  cared  so  much  "before. 

1  Next  comes  Governor  Winthrop  to  the  great  house 
made  ready  for  him  If  the  Spragtie  brothers  and  their  neigh- 
bors. We  go  in  turn  to  the  Dame  School;  we  welcome  John 
Harvard  and  listen  while  he  repeats  the  covenant  which  makes 
him  one  of  our  townsmen;  we  hear  the  towncrierfs  bell  and 
look  on  grimly  while  the  sheriff  places  a  man  in  the  stocks 
for  speaking  against  the  magistrates;  and  we  hush  the  little 
ones  who  laugh  or  jeer  at  the  oulprit  whose  offense  means 
nothing  to  them  yet.  Paul  Revere  steals  in  and  we  are  thrilled 
with  excitement  as  he  discovers  the  lanterns  in  the  church- tower 
across  the  river;  our  hearts  keep  time  to  the  clatter  of  hoofs 
as  he  rides  away  on  the  horse  which  Beacon  Larkin  had  ready 
waiting  for  him.  Then  we  live  through  Bunker  Hill  battle  day  in 
the  house  of  one  of  its  soldiers  who  came  there  to  have  his 
wounded  arm  bound  up  before  going  back  to  the  Hill  to  resist  the 


-68- 


third  charge*  Before  he  leaves  them,  he  bide  his  aged 
mother  and  his  brave  little  daughters  to  escape  to  safe- 
ty across  the  Heck  before  the  fire  kindled  by  the  British 
cannon  reaches  their  home.  There  are  tears  in  our  eyes  as  we 
watch  it  all  for  this  is  not  acting  mm  we  are  living  through 
it  all  together. 

*  But  the  days  of  rejoicing  together  as  well  are  at 
hand*  Washington  comes  to  visit  our  town  and  we  greet  him  in 
the  garden  of  the  ^rothinghams  whose  services  for  their  coun- 
try during  the  Revolution  he  has  come  to  acknowledge.  Later 
we  lay  the  corner-stone  of  the  great  monument  with  the  impress- 
ive Masonic  Ceremony,  the  sacred  hymns,  the  revera"ble  presence 
of  Lafayette,  and  the  immortal  oration  of  Webster.  We  listen 
with  delight  while  the  words  of  our  present  day  orator  and 
poet  praise  those  of  our  townsmen  whose  work  has  brought  fame 
and  credit  to  us  all*  We  see  our  young  sculptor  unveil  his 
massive  bust  of  Morse,  the  electrician,  whose  birthplace  is  but 
a  stone's  throw  away.  Our  Poet  has  administered  us  to  take  up 
the  torch  and  bear  it  on  bravely  as  we  make  the  history  for  the 
future.  We  answer  the  call  by  showing  the  mothers  among  us 
gowned  in  the  g*~rbs  of  many  nations  and  bearing  in  their  arms 
the  babies,  the  citizens  of  tomorrow.  We  show  how  we  will  guard 
them  from  disease  and  how  cleanliness,  good  food,  fresh  air  and 


-69 


sunshine  shall  "build  for  them  the  s tardy  "bodies  they  will 
need  to  do  the  work  which  is  soon  to  he  theirs* 

*hen  the  whole  pageant  passes  in  order  before  our 
enthroned  Goddess  of  Liberty,  all  singing  the  hymns  of  patri- 
otism which  inspire  resolutions  for  the  future  faith  and 
services*  And  then  it  is  gone,  but  its  memory  its  lesson, 
will  never  be  forgotten.  The  elders  never  tire  of  talking 
about  itt  and  the  youngsters  act  it  out  over  and  over  again. 
Ever;  one  feels  that  it  has  been  worth  while »  and  before  many 
years  some  one  will  speak  the  irresistible  thought:  "Let's  do 
it  again!"  and  we  will  when  our  achievements  show  real  progress 
since  the  last  one. 

The  whole  town  had  the  experience  of  seeing  it  as  his- 
tory comes  to  life  again.  The  pageant  was  the  product  of  the 
united  effort  of  the  history  pupils  and  talent  and  interest  of 
all  kinds  in  the  niehgborhood.  The  Army  in  our  midst  furnished 
its  great  Armory;  the  United  States  Navy  gave  us  of  its  splendid 
music;  our  poets,  scholars,  artists,  and  citizens  of  all  classes 
and  ages  and  religions  contributed  their  best.  The  result  was 
that  our  Governor  and  his  Lady  who  came  to  the  performance  on 
Patriot's  Day  leaned  over  the  railings  of  their  box  and  enjoyed 
it  from  beginning  to  end,  The  profits  amounted  to  several  hundred 
dollars,  nearly  all  of  which  were  given  to  improve  the  health  of 


-70- 

the  babies,  the  little  eitiaens  among  us*  The  history  de- 
partment of  the  school  enlisted  tfco  interest  of  the  commun- 
ity in  teaching  the  lessons  of  its  history  in  such  a  way 
that  it  felt  proud  to  show  it  to  the  Chief  Executive  of  the 
Commonwealth  and  all  who  witnessed  it.  We  felt  that  we  had 
proved  the  educational,  patriotic  and  financial  value  of 
history  teaching* 

Undoubtedly  the  most  brilliant  and  spectacular 
event  in  the  history  of  the  Dubuque  High  School,  Iowa,  was 
the  school  pageant  and  fete  given  a  little  over  a  year  ago. 
I  quote  Mr,  Harris:  "Certainly  no  school  event  ever  elicited 
such  enthusiastic  and  spontaneous  expressions  of  approval. 
Not  the  least  of  the  effects  was  the  community  and  civic  spir- 
it awakened.  The  pageant  of  three  hundred  and  the  parade  of 
eleven  hundred  pupils,  all  costumed,  made  a  beautiful  and 
inspiring  spectacle  as  it  wended  its  way  down  the  street  and 
won  the  enthusiastic  applause  of  the  thousands  of  spectators 
who  lined  the  walles.  At  the  Municipal  Athletic  Field,  where 
the  folk  dances  and  drills  of  the  grammar  grades  were  given, 
the  Shakespearian  pageant  and  parade  by  the  high  school  swept 
in  a  large  circle  around  the  field, affording  the  crowded  stands 
a  wonderful  flew,  and  elicited  unqualified  admiration.  A  large 
section  of  the  grandstand  was  reserved  for  the  children,  and 

1.  Harris,  Jas.  H:  -  Dubuque  Pageant  and  Fete  -  November  1916 
School  Board  Journal,  Vol.  53  -  page  42. 


-71- 


when  they  took  their  seats  a  riot  of  colors  was  "blended 
as  in  a  massive  "bouquet  of  flowers •  Much  hard  work, 
most  careful  planning  and  organization,  considerable 
anxiety  and  not  a  little  patience  were  required  to  bring 
the  affair  to  a  successful  conclusion.  All  this  was  for- 
gotten  by  the  success  which  attended  the  efforts,  and  by 
the  unanimous  and  enthusiastic  receiption  which  it  met 
at  the  hands  of  the  public. w 


PART  II 
EXTRA-CLASSROOM  ACTIVITIES 

«"0""0""0"* 

CHAPTER  T 
STUDENT  SELF-GOVERNlEirT 


In  all  extra-classroom  activities  the  center  of 
gravity  is  entirely  changed,  at  least  it  is  found  centered 
in  the  student  rather  than  in  the  faculty  or  the  school* 
Withdrawing  initiation  does  not  mean  the  withdrawal  of  super- 
vision, in  fact  increased  vigilance  is  necessary.  Student 
government  means  getting  them  to  do  for  you  what  you  would 
like  to  require  them  to  do,  and  for  themselves  what  it  some- 
times required  you  to  do.  It  is  "capturing  the  young  scamps 
in  their  scampering,"  and  it  is  sometimes  a  perry  pace  they 
set  for  us.  If  we  ean*t  keep  up  we  must  somehow  hang  on  as 
character  and  not  scholarship  is  now  in  the  "balance.  If  the 
object  of  the  public  school  is  to  improve  the  human  race 
physically,  develop  it  mentally,  and  strengthen  it  socially 
and  morally,   then  it  becomes  necessary  to  give  exercise  in 

1.  Potter,  Milton  C.  -  Social  Organization  in  the  High  School 
-  National  Education  Association  Proceedings  1912. 
page  181. 

-72- 


7  pl- 


each of  these  fields  of  activity  in  a  free  and  spontaneous 
way.  Men  and  women  everywhere  are  seeking  social  service 
work,  and  even  martyrdom,  as  shown  by  the  hundreds  who 
annually  enter  slum  work,  social  settlement,  playground, 
and  every  other  type  of  public  and  private  social  service 
activity.  Why  do  they  not  crowd  into  the  leadership  work  as 
offered  in  the  modern  high  school?  It  is  not  neoessarily  the 
salary  for  many  service  activities  require  a  far  greater 
financial  sacrifice.  Whatever  the  cause  or  your  answer,  the 
time  will  come  when  the  "care  for  the  interest  of  the  young, 

growing,  well-folks  will  be  as  attractive  as  the  office  of 

1 
Doctor  or  fliirse,"    when  prevention  will  bring  more  joy  than 

reclamation  or  cure. 

When  we  realise  that  high  school  students  are 

educational  raw  material  to  be  tested  and  assorted,   their 

social  activities  become  a  laboratory  where  the  acid  test  of 

character  can  be  most  thoroughly  applied.  Here  an  ounce  of 

experience  will  be  worth  a  pound  of  moral  persuasion.  A  most 

significant  opportunity  for  getting  first-hand  and  effective 

training  in  citizenship  is  to  be  found  in  the  various  forma 

of  student-government  which  are  being  tried  at  this  time.     It 

is  not   I  new  idea,  but  it  is  democratic,  and  under  proper 

1.     Bentley,  Rufus,   C»:     Extra-Classroom  Activities  -  National 
Education  Association  Proceedings,  1911,  page  581. 


-74- 


oultivation  it  will  produce  dependable  leaders  and  good 
followers*     The  number  and  variety  of  plans  in  use  is  only 
characteristic  of  the  spirit  of  our  educational  ideal  and 
privileges  of  trying  anything  once,     "Many  of  these  tries 
spell  tragedy  not  because  the  plan  was  wrong  but  because  the 
"vigilance  committee  failed  at  their  vigils. n 

Objections  are  always  raised  to  any  and  every  plan 
which  is  a  change  from  the  old  to  the  new.     Mr.  Richard  Welling, 
Chairman  of  the  School  Citizen's  Committee  of  Hew  York,  has 
evidently  collected  all  the  objections  that  could  possibly  be 
brought  against  student  government.         Mr.  Welling  sees  through 
these  and  far  beyond  into  the  silver  lining  of   this  cloud  of 
"it  can't  be  done*1*     It  has  been  said  that  self-government  in 
school  calls  for  a  mental  development  that  students  do  not 
possess;     that  students,  when  invested  in  power,   become  arrogant; 
that  the  supervision,  necessary,  makes  mere  puppets  of  the  stu- 
dents;    that  the  machinery  is  so  elaborate  that  the  purpose  is 
destroyed;     that  the  energy  expended  is  not  worth  whilb,     that 
pupil  cooperation  is  simply  for  show,   it  cannot  take  care  of  the 
serious  cases;     that  the  pupils  of  our  day  are  more   in  need  of 
respect  for  authority  than  the  exercise  of  it;     that  it  destroys 
the.  principal's  and  teacher's  influence;     that  the  activities  of 

1.     Welling,  Biohard  -  Self-Government  as  Training  for  Citizenship- 
Hat  ional  Education  Association  Proceedings  1911, page  1005 


-75- 


self-government  are  mere  play  as  they  realize  that  the  Prin- 
cipal constitutes  the   real  governing  "body;     that  the   students 
are  orderly,  polite  and  considerate,  and  do  not  needi  legis- 
latures,  courts,  police  etc;     that  there  are  so  many  other  and 
more  desirable  ways  of  improving  the  schools  that  they  should 
hesitate  to  adopt  this;     and  finally  that  it  takes  too  much 
time.     Such  an  arraignment  would  ordinarily  leave  little  faith 
in  the  undertaking,  hut  "because  plans  have  failed  and  will  con- 
tinue to  fail,  and  "because  fear  overrules  faith,   that  is  no 
reason  why  it  should  he  condemned,  or  "blind  us  to  its  undeniable 
merits.     nTo  be  aware  of  risks  and  to  appreciate  them  in  full  is 
a  sign  of  wisdom  and  a  stimulus  to  true  courage.     To  have  fear 
and  see  no  outcome,   to  be  chronioally  afraid,  expresses  the 
depth  of  defeat*     To  be  so  cautious  as  to  be  afraid  to  stir  or 
to  take  risks  for  worthy  ends  is  a  conservative  attitude  governed 
by  a  subconscious  fear."  A  few  genuinely  successful  experi- 

ments turns  the  "evening  sunset's  blue  to  gold." 

A  splendid  example  of  tke  efficiency  of  student  gov- 
ernment was  related,  to  the  writer,  recently.     Cases  for  discipline 
were  referred  t*  the  government  committee  who  reviewed  the  evidence 
and  passed  judgment  upon  the  offender.     Previous  and  near  to  the 

1.     Scott,  Colin  -  Social  Education  -  pages  EE4-885 


mid-year  graduation  a  somewhat  popular  fellow  decided  to 
test  the  power  of  the  student  committee,  and  deliberately 
planned  to  bring  himself  before  them,  in  order  to  "show 
them  up*"  In  due  course  of  time  his  offense  came  up  for 
consideration  before  the  Committee  and  he  was  summoned 
before  them  for  an  explanation*  With  a  bravado  and  some- 
what haughty  spirit  he  came  in  and  sneeringly  confessed  to 
the  act  and  challenged  their  authority,  at  the  same  time 
ridiculing  the  committee  and  Jeering  at  their  assumed  pos- 
ition* The  result  was  a  verdict  of  suspension  which  re* 
ceived  the  approval  of  the  Principal,  He  appealed  in  person 
to  the  Principal,  Superintendent  and  Board  of  Education  but 
with  a  spirit  of  decreasing  haughtiness  as  he  proceeded*  It 
was  all  to  no  avail,  and  it  began  to  dawn  upon  the  young  man 
that  he  had  committed  a  serious  offense  and  unless  he  could 
be  reinstated,  it  meant  failure  to  graduate.  Reappearing  be- 
fore the  authorities,  with  the  re guest  for  reinstatement,  he 
was  referred  from  the  Board  to  the  Superintendent,  from  there 
to  the  Principal,  and  the  latter  named  one  condition,  that 
being  that  he  secure  the  recommendation  of  the  student  committee. 
This  was  a  bitter  punishment  to  the  young  man  and  it  hurt  his 
pride,  but  he  rose  to  the  occasion  and  in  all  humility  and 
respectfulness  he  reappeared  before  the  committee  and  pleaded 


-77- 

his  cause,  apologizing  for  his  attitude,  and  assuring  them 
that  he  was  sorry  for  his  conduct  and  asked  for  a  recommenda- 
tion of  reinstatement,  and  then  occurred  a  scene  which  tries 
all  souls  and  softens  all  hearts,  as  the  chairman  of  the 
committee  extended  the  right  hand  of  fellowship  and  the  assur- 
ance of  forgiveness.  Great  you  say?  Yes,  even  wonderful.  It 
was  worth  a  hundred  failures.  It  is  worth  trying  again. 

In  an  eastern  city,  not  so  long  ago,  it  was  decided 
to  place  the  high  school  on  a  self-governing  "basis,  and  on  the 
following  morning  all  teachers  were  withdrawn  from  the  study 
room.  A  temporary  organization  was  formed  after  the  problem 
had  "been  placed  squarely  before  the  students.  A  chaotic  con- 
dition resulted  for  some  time,  but  the  storm  was  weathered, 
and  when  they  realized  that  disturbances  must  be  handled  as  they 
were  in  actual  life,  they  rose  to  the  conditions  and  trouble 

ceased.  An  invaluable  lesson  had  been  learned,  and  a  forward 

1 
step  made  in  social  self-government. 

In  the  Los  Angeles  High  School  for  girls  there  is  a 

g 
group  of  girls  known  as  the  self-government  committee.     £his 

1.  Lewis,  W.D.  -  Democracy^  Hi^h  School  -  page  16. 

2.  Dorsey,  Susan,  P  -  Self -Government  Committee  -  national 

Education  Association  Proceedings  1913  -  page  496. 


-78- 


committee  has  fall  charge  of  the  discipline  in  all  places 
except  the  recitation  room.  All  offenses  are  tried  "before 
them  and  they  prescribe  the  punishment.  There  is  always  the 
appeal  to  the  Principal  hut  it  is  seldom  used  and  less  fre- 
quently is  the  decision  of  the  committee  revoked.  These  girls 
as  well  as  many  others  perform  a  very  valuable  service  in  first 
aid  or  as  ushers.  Each  day  some  girlf  selected  from  the  older 
classes,  is  made  assistant  to  the  Vice -Principal.  She  is  gen- 
eral helper,  showing  visitors  about,  collecting  records,  sum- 
mons students  to  the  office,  and  does  much  of  the  clerical  work 
for  that  day.   "This  day  at  headquarters,"  says  Miss  Dorsey, 
"gives  a  liberal  eduoation  in  the  real  meaning  of  school  life 
and  work.  Each  girl  thereafter  has  a  slightly  different  atti- 
tude toward  the  school  administration,  can  be  counted  on  to 
measure  up  a  little  more  nearly  to  the  fall  stature  of  a  right- 
minded  school  girl." 

Eugene,  Oregon  started  their  student  government  wnrk 
last  year  and  Principal  P.  A.  Sco field  writes  concerning  the 
plan  of  organization,  and  comments  on  the  sucoess  of  it.    He 
says,  "The  plan  for  student  government  is  not  yet  complete  and 
the  first  idea  is  rather  to  give  the  students  some  more  respon- 
sibility rather  than  too  much  freedom.  This  may  come  later  but 

1.  Reported  by  letter. 


-79- 

for  the  present  it  does  not  seem  wise  to  offer  too  muciw 
This  school  is  organized  into  Roll  Rooms  and  this  is  where 
the  first  beginning  is  made.  Each  teacher  in  charge  of  her  first 
period  class  which  is  known  as  her  roll  room  group  organises  her 
room.  Each  room  has  a  president t  secretary,  two  guides  and  two 
commissi one rs«  The  different  rooms  have  different  methods  of 
doing  things*  but  in  general  all  student  body  announcements  are 
handled  by  these  officers  and  all  special  activities  in  the  room 
are  taken  in  charge  by  this  group.  The  student  council  is  com- 
posed of  the  presidents  of  the  different  rooms,  the  student  body 
president,  and  henceforth  the  members  of  the  executive  committee 
of  the  Junior  Chamber  of  Commerce.  This  group  meets  at  the  call 
of  the  Principal  of  its  members  and  discusses  questions  of  gen- 
eral student  interest.  One  question  discussed  last  year  was 
"smoking  on  the  athletic  teams. M 

Each  room  has  a  boy  and  girl  guide  who  serve  as  assis- 
tants in  collecting  attendance  slips  and  have  a  station  in  the 
hall  known  as  the  Information  Bureau.  They  direct  visitors  over 
the  building  and  run  errands  during  the  two  periods  per  week  they 
are  on  duty.  It  is  their  business  to  collect  the  attendance  slips 
from  each  room  each  period  and  check  them  over  with  the  office 
list  of  absentees  and  make  a  report  of  students  absent  from  differ- 
ent sections.  Often  times  they  look  these  students  up  and  assist 


-80- 

in  other  ways  in  the  routine  work  of  the  office.     Two  guides 
are  on  duty  each  period  of  the  day  so  this  necessitates  quite 
a  complete  system  of  schedules  hut  they  work  out  their  pro- 
gram themselves  after  they  hare  "been  given  a  few  general 
directions  and  instructions.     This  feature . is  very  useful 
to  the  office  and  helpful  to  the  students  in  that  they  acquire 
a  thorough  knowledge  of  the  working  conditions  of  the   school, 
know  the     different  pupils,   different  rooms  and  the  schedules, 
besides  being  responsible  for  the  part  of   the  machinery  of  the 
school  government.     The  Commissioners  attend  to  the  attendance 
in  the   roll  rooms  the   first  period  in  the  day  which  they  gather 
and  take   to  the  office  at  once.     In  addition  to  the  student 
body  council  there  is  a  special  committee  who  works  on  the 
problem  of  school  discipline  and  thievery. 

*  The  Junior  Chamoer  of  Coerce  ia  just  now  being 
started.     It  consists  of  about  a  dozen  groups  organized  under 
bureaus.     The  students  enroll  in  various  groups  in  which  they 
are  interested,  and  their  main  work  is  done  there,   such  as  the 
Literary  Club,  German  Club  and  others.     The  presidents  of  these 
groups  form  an  executive  committee.     Once  a  month  all  members 
meet  in  a  gene  i*al  assembly  for  the  discussion  of  civic  problems 
and  a  general  program  is  arranged.     While  we  have  not  yet  had 
such  a  program,  we  have  these  arranged  for  nearly  the  entire 


-81- 

school  year.  Outside  speakers  will  address  the  assembly  in 
addition  to  the  prepared  program  by  the  students  and  extempor- 
aneous speaking  from  the  floor.  Just  how  this  will  turn  out 
we  are  not  quite  sure,  hut  we  believe  it  has  many  possibili- 
ties and  so  far  half  the  students  are  enrolled  in  some  of  these 
organizations. n 

The  twenty- two  hundred  students  and  teachers  of  the 

Manual  Arts  High  School,  of  Los  Angeles,  are  organized  into  a 

1 
most  efficient  society,  called  the  sta&nt  "Body  Organization. 

Its  one  gre  t  purpose  is  to  do,  at  all  times  it  can,  and  in 
all  the  ways  it  can,  all  the  good  it  can,  for  Manual  Arts. 
Each  semester  the  student  body  with  a  rousing  campaign  speech- 
es and  amid  great  enthusiasm  and  excitement  elects  its  seven 
officers  by  popular  vote.  The  end  of  every  school  term  is  a 
time  of  intense  excitement.  Ho  great  political  campaign  ever 
saw  greater  rivalry.  Ambitious  student,  for  months,  have  been 
planning  for  these  last  two  weeks.  They  have  organized  their 
workers  and  figured  on  erery   possible  emergency  which  mjght 
arise.  This  is  the  time  of  the  student  body  election.  Etqtj 
member  of  the  school  takes  an  interest  in  each  candidate.  His 
qualifications  are  debated  so  critically  that  it  is  a  sad  day 
for  the  fellow  who  has  not  lived  up  to  the  high  standard  whieh 

1.  Reported,  by  letter  and  student  publication,  nThe  Life  of 
Manual  Arts,"  and  quoted  here. 


-82- 

the  student  body  has  set  for  those  who  Shall  hold  office. 
After  the  nomination  speeches,  which  are  interesting  and 
entertaining  as  well  as  good  training,  the  students  vote 
by  ballot  in  their  respective  classrooms.  Experience  has 
shown  that  the  average  student  is  a  good  clean  citizen,  for 
very  rarely  is  the  wrong  boy  or  girl  chosen  for  office*  He 
is  subject  to  recall  at  any  time.  He  is  given  an  opportunity 
to  address  the  members  of  the  organization  in  the  assembly  and 
through  the  school  paper,  in  his  o\ra  defense  before  such  elec- 
tion is  held.  The  presidency  of  the  Student  Body  is  the  big 
office  of  the  school.  Every  Freshman  with  a  spark  of  ambition 
dreams  of  the  day  when  he  might  have  a  retiring  president 
hand  over  to  him  the  gavel  of  office.  This  is  no  small  ambi- 
tion, for  the  president  takes  upon  himself  a  real  responsibility 
which  he  must  prove  himself  worthy  of,  beside  standing  high  in 
his  scholarship. 

*  The   Council,  a  great  democratic  legislative  body, 
composed  of  all  the  classroom  presidents,  is  probably  the  most 
important  organization  within  the  Student  Body.  At  least  once 
a  week  a  meeting  is  held  and  important  questions  concerning 
school  are  debated  and  decided.  Here  plans  are  made  and  laws 
enacted,  the  constitution  amended,  policy  changed  or  the  nature 
of  certain  assemblies  determined.  On  these  measures  at  any  time 


-85- 

the  Council  may  ask  the  advice  of  the  Student  Body   or  the 
Student  Body  may  call  for  a  referendum  vote  on  any  measure 
which  the  Council  has  passed*     Manual  Arts  has  real  self- 
government*     Each  student  is  expected  to  so  conduct  himself 
that  no  control  from  the  out3ide  is  necessary.     Of  course 
among  so  many  there  are  some  who  will  not  willingly  obey  the 
rules  necessary  for  the  welfare  of  all.  and  in  order  to  pre- 
vent them  from  doing  things  which  would  oast  reflections  on 
the  whole  student  body,  the   Self-government  Organization  en- 
force the  proper  attitude  and  will  of  the  majority  and  such 
rules  as  are  necessary*     They  also  have  charge  of  tardiness* 
Each  organization  of  the  hoys  and  girls  has  a  real  court  of 
its  own  where  offenders  who  plead  "not  guilty"  are  tried*     A 
jury  composed  of  students  renders  the  decision,  and  each  case  - 
is  given  a  square  deal*     The   court  ic  not  to  convict  hut  to 
correct,  if  possible  the  attitude  of  the  student  who  breaks 
the  rules  laid  down  by  the   Stuacnt  Body  and  Principal*     As  long 
as  students  do  not  look  upon  the   self-government  committeemen  as 
policemen  but  are  made  to  remember  that  self-government  means  the 
government  of  onefs  own  self  and  that  the   committeemen  are  elected 
to  look  after  those  who  have  no  control  of  themselves,   self-govern- 
ment will  be  a  success* 

One  of  the  most  lasting  impressions  received  at  the 
Washington  Junior  High  School  of  Rochester  N.Y*   is   the   spirit 


-84- 

of  cooperation  between  faculty  and  students.       Those  who  hare 
watched  and  seen  the  development  of  strident  government  step 
by  stept  are  still  in  wonder  at  the  success  which  has  accom- 
panied the  experiment.     Everlasting  diligence  has  been  t&e 
price  of  success.     The  unit  of  self-government  is  the  home- 
room section  of  an  average  of  thirty  students*     Each  room  is 
thoroughly  organized.     The  president  is  recognized  as  the  class 
leader  and  teacher's  representative  in  her  absence.     He  is 
seated  at  her  desk  and  conducts  the  class  work  as  planned  by 
the  teacher.     Visitors  have  happened  into  such  rooms  upon  these 
occasions  and  seated  themselves,  thinking  that  the   teacher  was 
present.     The  secretary,  besides  his  ordinary  duties,   is  the 
medium  of  communication  between  the  home-room  teachers  and  the 
office  and  takes  charge  of  report  cards.     The  treasurer  also 
assumes  charge   of  deposits  made  by  class  members   in  the   school 
savings  bank.     Class  guides  lead  the  class  in  corridors,   in  fire 
drills  and  to  school  assemblies.     Class  ushers  receive  visitors, 
escort  them  from  class  to  class,  answer  questions  as  to  class 
work,  and  in  general  extend  the  courtesies  of  the  class.     The  at« 
tendance  seerotaries  have  initiated  contests  for  perfect  atten- 
dance and  punctuality  championship,  which  have  been  genuine  con- 
tributions. 

1.     Glass  J.M.  -  Student  Participation  in  School  Control.     This 
article  was  sent  to  me   and  is  a  quotation. 


-85- 


The  home-room  sections  are  federated  into  a  Sohool 
Community  upon  the  pattern  of  states  and  federal  government. 
It  furnishes  concrete  direct  applications  in  the  study  of 
civics*     The  Luncheon  committee  has  charge  of  between  one 
hundred  and  two  hundred  fifty  students  remaining  for  lunch. 
The  Bicycle  committee  receives  the  wheels  at  the  bicycle  room 
and  at  dismissals  return  the  wheels  to  their  owners.     Office 
messengers  carry  urgent  notices  to  the  faculty  when  such  notices 
cannot  be  handled  through  the  Ball  system  or  bulletins.     The 
School  Community  Deputies  maintain  order  and  discipline  at  the 

school  entrance  and  upon  the  sohool  grounds.     Here  was  a 
critical  test  of  student  control,  but  it  is  today  an  indispen- 
sible  feature.     The  Safety  Mrst  committee  has  general  oversight 
over  all  conditions  in  the   buildings  and   on  the   school  grounds 
which  may  menace  general  safety,  report  upon  fire  hazards,  unsan- 
itary conditions  and  assist  in  the  proper  care  of  school  property. 
v  Once  a  term,  reports  of  work  undertaken  and  accomplished 
are  made  in  school  assembly  by  the  chairman  of  the  groups  of  offi- 
cers and  committee f     It  would  be  difficult  to  overestimate  the 
inspiration  which  has  resulted  from  these  reports.     Buttons  have 
been  adopted  a3  the   insignia  of  offioe.     These  are  worn  with  the 
same   degree   of  pride  as  are   the   insignia  of  offioe  whioh  occas- 
ionally come  to  you  or  me*     Self-government  has  developed  a  keener 


-86- 

sense  of  responsibility  and  creates  conditions  favorable  to 
the  growth  of  self-control.     It  has  constructed  the  internalt 
invisible,   but  vital  school.     It  has  created  a  school  atmos- 
phere of  oo-ope ration.     It  is  practicable  and  useful.     It  is 
good  citizenship,  not  merely  training  for  good  citizenship. 
No  teacher  does  police  duty  in  the  corridors,  at  the  exits, 
or  upon  the  school  grounds.     They  are  there  only  to  study  the 
situation  for  the  sake  of  improvement  and  assistance.     There 
is  a  degree  of  order  and  decorum  in  the  classrooms,  hallways, 
assemblies,  at  dismissals,  and  during  the   lunch  hour  of  which 
we  are   Justly  proud.     The  businesslike  earnestness  character- 
izing student  participation  in  school  control  is  reflected  in 
a  similar  attitude  of  mind  in  all  features  of  school  work.     Many 
a  troublesome  disciplinary  case  has  been  transformed  into  a 
trustworthy  and  helpful  student  officer.     There  is  a  deep-seated 
confidence  on  the  part  of  faculty  and  students  in  the  plan.' 
The  best  kind  of  discipline   is  that  which  is  least 
seen,  and  that  which  is  least  exercised.     It  is  least  felt 
when  you  are  able  to  get  the  students  to  rule  themselves.     From 
the  standpoint  of  the  administrator  it  is  not  self-government 
which  so  interests  him,  but  rather  self-control.     Police  regu- 
lations will  never  generate  self-control  in  adolescents.       The 
reins     of  government  must  be  placed  in  the  student's  handis 


-87- 


even  if  they  "rock  the  "boat"  to  the  point  of  capsizing. 
It  may  take  a  little  life-saving  work  Tmt  "to  succeed 
heret"  says  Colin  Scott,   "even  as  a  follower,   is  an 
honor,   to  lead  is  a  tritoaph." 


CHAPTER  VI 
ORGANIZED  ATHLETICS 

Joseph  Lee  tells  us  thatt  "play  is  not  only  proper 
"but  necessary*  Every  individual  is  endowed  with  the  love  of 
play,  and  what  nature  has  taken  care  to  give,  we  may  not  safe- 
ly disregard."  Many  have  tried  to  disregard  it  and  have  en- 
dured its  manifestitions  in  a  spirit  of  toleration  or  as  a 
necessary  evil.  To  some,  this  love  of  play,  when  it  has 
taken  the  form  of  athletics  for  high  school  students,  has  "been 
looked  upon  as  a  positive  curse  to  he  eliminated.  Others  have 
reoogniaed  this  instinct  as  an  ally,  and  an  influence,  counter 
to  injurious  and  dangerous  tendencies,  which  may  he  made  up- 
lifting and  wholesome.   Competitive  sports  date  hack  to 
primitive  conditions,  when  personal  encounter  determined  leader- 
ship. As  civilization  advanced  physical  supremacy  became  less 
necessary  hut  none  the  less  exciting  and  stimulating.  The  con- 
tests have  taken  numerous  and  sometimes  trivial  forms.  Impromptu 
boxing  or  wrestling  matches  are  not  uncommon  today,  and  the  chase 
or  foot  race  is  a  popular  event  on  the  village  green.  Seldom  is 
an  opportunity  avoided  of  sizing  themselves  up  with  others,  and 

1.  Stearns,  A.E.  -  Athletics  and  the  School-February  1914, 
t Ian tic.    Vol.  CXIII,  page  148 

-88- 


-88- 


a  man  soon  reeo  jnizes  his  master*  These  events  are  pastimes 
which  scatter  conceit  at  every  encotinter#  and  sometimes  turns 
the  bully  into  a  decent  citizen.  It  is  claimed  that  the  idea 
of  "best  mann  had  its  inception  at  the  time  when  he  was  more 
necessary  at  the  wedding  ceremony  than  he  is  today,  !rhen 
wives  were  not  30  plentiful  and  suitors  were  more  intent,  the 
"best  man  became  a  necessity  as  a  muscular  backer,  while  the 
bridegroom  was  in  the  act  of  capturing  a  wife  and  carrying 
her  into  captivity*  * 

Character  is  here  at  stake  and  in  a  very  vital  w?$r. 
The  athletic  field  becomes  a  laboratory  where  honor  rises 
or  perishes,  and  where  one  acts  as  he  really  is.  Virtue  or 
vice  takes  hold  of  the  mind  and  heart  and  the  final  analysis 
of  character  reveals  merit  or  worthlessness,  2  "Here  are 
taught  and  developed  self-control  and  self -surrender,  alert- 
ness of  mind  and  body,  courage  and  restraint  and  self-denial. 
The  meaning  of  democracy  is  driven  home  with  compelling  force 
at  the  psychological  moment,"    and  the  lessons  of  right  and  /rong 
clinched  by  immediate  application, 

1,  Sargent,  E.A,  -  Athletics:  Competitive  and  Cultural, 

National  Education  Association  Proceedings  1910, 
page  223, 

2,  Hicks,  C,S.  -  Moral  Effects  of  Athletics  -  National  Education 

Proceedings  1912  -  page  114$, 

3,  Stearns,  A.E.  *  Athletics  and  the  School,  February  1914, 

tlantic,  Vol,  CXIII,  page  148, 


-90- 

For  decades  administrators  have  "been  struggling 
for  the  public  recognition  of  athletics.  In  our  haste  and 
enthusiasm  to  make  a  showing,  many  evils  have  crept  inf  and 
at  the  present  time  Y^ry   just  oritioisms  have  been  made*  The 
plan  used  has  lacked  comprehensiveness.  The  policy  has  been 
the  survival  of  the  fittest  and  as  a  result  only  about  five 
per  cent  of  the  students  receive  ninety  per  cent  of  the 
attention  and  supervision.  Gate  receipts  and  popular  interest 
has  determined  the  major  sports.  The  physically  fit  receive 
the  training  and  devotion  while  those  who  need  it  most  remain 
unfit  and  untried.  The  typical  American  athletic  event  shows 
tens  in  the  contest  and  tens  of  hundreds  in  the  stands.  The  only 
opportunity  the  grandstand  players  have  of  stretching  their  legs 
is  x&en  the  heat  of  the  contest  brings  them  to  their  feet.  While 
such  setting  up  exercises  are  good,  they  are  hardly  conducive  to 
making  robust  men  or  records.  Any  plan  which  will  somewhat 
reverse  conditions  will  be  heartily  received. 

The  Playground  Recreation  Association  of  America  has 
recognized  the  need  of  the  high  schools  and  has  endeavored  to  meet 
a  universal  need  by  providing  some  minimal  essentials  for  all 
students.  They  have  selected  certain  events  which  require  a  cer- 
tain degree  of  proficiency  to  perform,  and  which  are  universal  in 
their  application.  They  have  provided  efficiency  badges  as  a 


-91- 

reward  to  all  those  who  successfully  perform  the  tests. 
It  is  not  presumed  that  the  variety  of  exercises  is  suf- 
ficient to  supply  the  cravings  of  all  high  school  students, 
nor  do  they  attempt  to  meet  the  entire  needs  of  any  local 
community,  hut  it  can  he  positively  said  that  they  are  all 
things  which  every  normal  individual  should  he  ahle  to  do, 
they  do  afford  a  basis  for  individual  and  school  competition 
and  comparison,  and  they  are  so  simple  and  practical  that 
any  and  every  community  can  adopt  them.  Certainly  it  would 
not  he  requiring  too  much  to  make  the  successful  badge  test 
standard  a  requisite  for  graduation.  Every  community  has 
ample  facilities  for,  and  every  climate  offers  opportunity 
for  a  variety  of  outdoor  sport  such  that  the  school  would 
he  Justified  in  requiring  each  student  to  select  some  form  of 
exercise,  in  season,  and  devote  at  least  two  hours  per  week 
to  it.  Such  a  plan  requires  little  supervision,  and  less 

equipment,  hut  it  does  look  toward  the  physical  fitness  of 

i 

our  young  people* 

Mr.  Gordon,  who  is  master  of  St*  Paul's  school, 
advocates  local  club  competition,  as  a  basis  of  enlisting  more 
students.  He  compares  us  with  Germany  and  England  in  athletics, 

1.  See  -  Athletic  Badge  Test  for  Boys,  Playground  Recreation 

Association  of  America,  Bulletin  #105;  also  Athletic 
Badge  Test  for  Girls,  Bulletin  #121. 


-92- 


and  gives  us  an  idea  of  the  work  he  is  doing  with  his  clubs* 
He  says,    "We  talk  athletics  hut  ours  is  too  much  grandstand 
and  too  little  participation  in  games*  In  Grermany  at  the  annual 
Turn  Festival  at  Frankfort,  twenty- thousand  active  athletes  are 
on  the  field  and  there  is  no  grandstand*  These  men  love  the 
sport  and  they  exorcise  for  that  reason*  England  is  an  ath- 
letic nation,  when  the  masses  play  Cricket  or  Football  the 
year  round  and  the  women  walk  miles  for  love  of  it*  We  never 
will  become  athletic  under  our  present  system*  When  our  schools 
get  all  fcf  the  boys  and  girls  playing  and  competing  then  we  will 
have  hope  for  the  future*   To  secure  this  ample  playgrounds  and 
gymnasiums  must  be  provided  and  a  diversified  system  of  games  the 
year  round  presented  so  that  it  will  attract  all  boys  naturally* 
Under  such  a  plan  the  nation  would  become  athletic  and  we  should 
see  a  moral  and  social  improvement  in  the  nation  at  large*  In 
St«  Pauls  the  Club  system  has  embraced  every  branch  of  athletics* 
Virtually  every  boy  of  the  three  hundred  and  fifty  is  playing 
something  throughout  the  year.  There  are  twenty-one  regularly 
organised  football  teams  each  playing  a  series  of  three  matches* 
There  are  many  club  hockey  teams*  There  are  ten  eight-oared  crews 
and  six  four-oared  crews  rowing  from  January  to  June  and  about  one 
hundred  boys  training  for  the  various  club  track  teams*  Forty 

1*  Gordon,  M*K*:  Reform  of  School  Athletics  -  January  1910, 
Century,  Vol.  LZZIZ,  page  469* 


-93- 

tennis  courts,  as  fine  as  any  in  the  country,  a  golf  links, 
lakes  and  streams  for  canoeing  and  swimming  and  an  ample 
gymnasium,  meet  our  athletic  needs. 

One  of  the  most  practical  and  wholehearted  plans  to 
interest  everybody  was  that  instituted  at  Andover  a  few  years 

ago.  Mr.  Case  has  so  vividly  related  the  history  of  the  experi- 

1 
ment  that  I  quote  him.  He  says,    "At  Andover,  Massachusetts, 

there  is  an  Academy  pretty  nearly  as  old  as  the  goernment  itself, 

where  on  the  walls  in  the  Principal's  office  hangs  a  letter  of 

Greorge  Washington's  committing  two  of  his  nephews  to  the  care  of 

the  Master  then  in  charge.  This  old  school  with  an  enrollment  now 

of  over  five  hundred  students  has  worked  its  way  along  over  a  hard 

and  stony  path  for  nearly  a  century  and  a  quarter,  solving  its  own 

problems  in  its  own  time. 

Out-of-door  sports  at  Andover  are  made  compulsory  and 

when  the  play  hour  begins  there  are  from  two  hundred  fifty  to  five 

hundred  boys  in  playing  togs,  cheer  leaders,  rooters,  and  class 

officers  included.  Everybody  gets  out.  Football,  baseball,  track, 

oceer  and  cross-country  running  are  taught  by  the  same  men,  who 
lecture  and  hear  recitations.  The  professional  coach  is  gone,* the 

position  abolished.  The  training  table  has  gone  to.  Each  boy  has 
to  learn  what  he  can  eat  with  safety  and  what  is  injurious  to  him. 

1.  Case,  H.J.  -  How  Andover  Solved  the  Athletic  Problem  -  May  1913 
Outing,  Vol.  IM%It   page  231. 


~94- 

At  Andover  one  of  the  faculty  coaches  uses  a  primer «  The  "boys 
are  taught  and  quizzed  from  it  in  the  same  manner  as  they  are 
in  Algebra  and  Latin.  The  idea  is  new  and  different  "but  it  has 
come  to  stay.  It  is  one  of  the  most  democratic  ever  put  into 
effect.  "Grinds"  rich  "boys,  poor  boys,  laay  boys,  society 
leaders,  and  "drifters"  all  come  down  to  the  level  of  the  chalk 
line  where  brains  are  made  to  count  as  well  as  bora  and  muscle. 
More  than  one  "find"  has  oome  up  from  the  rut  and  more  than  one 
"star"  pulled  down  in  his  ascendency.  The  idea  of  "getting 
everybody  out"  at  this  school  had  its  inception  in  football 
practice,  but  the  elimination  of  the  professional  coach  is  cred- 
ited to  the  baseball  squad.  Previous  to  1902  Andover  passed 
through  its  athletic  season  much  as  did  other  schools,  about  ten 
per  cent  of  its  boys  taking  part.  Dormitory  and  House  rivalry 
started  scrub  games  in  1902  and  Dr.  Page,  the  school  physician  and 
physical  hygiene  instructor,  capitalized  this  by  organizing  var- 
ious scrub  teams  and  calling  them  the  "Gauls"  -  "Saxons"  -  "Romans" 
etc.  They  met  in  spasmodic  conflicts  on  Saturdays.  In  1907  Mr. 
Lillard  oame  into  the  faculty  as  instructor  in  English.  Having 
been  a  Dartmouth  player  he  was  asked  by  the  boys  to  take  charge  of 
their  squad.  In  co-operation  with  the  Principal  Andover  won  from 
their  rival,  Exeter,  that  fall  and  confidence  was  gained  in  the 
faculty  coach  idea  and  the  faoulty  accordingly  rose  a  peg  higher  in 
the  students  estimation.  The  Gauls  and  Saxons  had  produced  a  school 


-95- 

quarterback  and  the  "scrubs"  were  correspondingly  elated, 

Mr.  lillard  then  took  a  year's  leave  of  absence  and 
went  to  Oxford  and  there  influenced  by  the  wholesome  and  demo- 
cratic spirit  of  the  play  life  of  England,  seeing  the  hundreds 
out  on  the  field  enjoying  themselves,   the  absences  of  coaches 

from  the  side-lines  and  the  influence  of  the  Captain  in  directing 

home 
the  play,  he  thought  of  the  crowded  grandstands  atAthe  cheering, 

the  singing  and  the  bands.     Where  hundreds  in  England  were  play- 
ing he  saw  only  tens  at  home.     So  he  returned  to  Andover  filled 
with  the  desire   to  get  more   into  the  game.     Plans  were  made  and 
presented  to  the  students*     Quite  naturally  enough  such  proposed 
changes  did  not  meet  with  instant  approval,  but  eventually  it  was 
decided  to  give  It  a  trial.     Dr.  Page  made  careful  examination  of 
the  men  and  then  each  fellow  was  asked  to   select  one  oaf  more  out- 
of-door  sports  on  a  schedule  of  so  many  hours  per  week,  advising 
the  boy  to  take   this  or  that  kind  of  sport  aocording  to  his 
physical  condition.     After  class if ieation  lists  were  turned  over  to 
the  faculty  coaches  who  made  up  their  schedules  and  placed  the  stu- 
dents for  work  in  squads  on  the  track,   in  football,   tennis,   soccer, 
baseball  and  cross-country  running*     In  football  they  had  four  squads 
of  fifty  each  on  the  fields  each  day  with  three  teams  and  substitutes 
in  each  squad.     A  maximum  of  tv/elve  teams  were  playing  matched  games 
each  Wednesday  and  Saturday. 

A 

The  work  in  all  lines  of  sport  was  mapped  out  a  week  in 


-96- 

advance*  Mr.  Lillard  wrote  a  Primer  and  each  boy  was  given 
one  and  drilled  in  this  instruction.  After  each  practice 
game  was  started  the  testing  of  the  teams  was  left  in  the 
hands  of  the  Captain*  The  practice  hour  came  from  2:00  to 
3:30  each  day,  returning  for  school  work  from  4:00  to  6:00 

P.M.  The  hoys  are  better  for  the  new  system  and  disciplinary 

it 

measures  have  been  cut  down  materially. 

Whatever  may  be  the  plan  accepted  in  the  individual 
school,  when  we  compare  the  above  plans  with  the  general  con- 
ditions existing  in  almost  every  school  it  is  difficult  to 
keep  from  shouting  Eureka I  Eureka J  and  you  covet  the  opportunity 
which  the  high  schools  offer,  to  do  that  kind  of  work.  After  a 
brief  recapitulation  of  existing  conditions,  it  is  proposed  to 
suggest  some  ideals  to  be  encouraged,  and  propose  a  working  plan 
for  athletics  in  hi£th  school. 

The  evils  as  they  now  exist:- 

1.  Only  a  small  number  participate* 

2.  Those  \iho   do  often  overexert  themselves. 

3.  Coaches  are  too  often  not  permanent  members  of 

the  faculty* 

4.  Their  success  depends  on  the  number  of  games  won, 

5.  There  is  a  tendency  to  over  specialization. 

6.  This  means  coached  to  the  limit  of  the  rules  and 

often  beyond  the  spirit. 

7.  Inducements  are  offered  athletes  to  enter. 


-97- 


8.  Championship  is  placed  ahead  of  development. 

9.  There  is  had  organization  due  to  too  much 

student  control. 

10.  There    is  a  loss  in  material  and  money  by. trust- 

ing undeveloped  minds* 

11.  Too  keen  rivalry  between  schools. 

12.  Must  resort  to  gate  receipts  to  make  athletics  pay. 

13.  Scholarship  is   jeopardised. 

SOME  OF  THE  IDEALS  TO  HE  ENCOURAGED 


1.  The  direqt  management  should  he  under  the  control 

of  the  faculty.     It  has  been  proven  many  times 
that  athletics  can't  and  won't  run  itself. 

2.  Our  plans  should  be  extensive.     This  can't  be  done 

by  developing  ten  per  oent  of  the  students* 

3.  There  should  be  loyalty  to   school  ideals*     There 

should  be  some   ideals  established  for  each  year. 
Fair  play,   clean  sport,   and  others  should  be 
flherished 

4.  Courtesy  to  opponents.     The  "rooters"  should  adopt 

this  policy.     Their  comfort  may  well  be  bought 
with  your  sacrifices. 

5.  Consider  your  opponents  as  your  guests.     Entertain 

them  in  your  home.     Plan  a  get-together  party 
after  the  game. 

6.   Self  control  during  and  after  the  game.     Toleration 
and  moderation  in  speech  and  act.     '/hen  you  are 
struck,   be  sure  to  ring  true.     A  soft  answer 
will  turn  away  wrath. 

7.     Have  the  faculty  coach  and  eliminate  the  professional 
coach.         Select  him  for  his  leadership  and  not 
his  driver ship.     let  his  success  be   in  winning 
boys  and  not  games. 


-98- 


8,  Make  good  citizenship  as  well  as  scholarship  a 

prime  requisite  for  participation.  This  means 
attitude,  spirit  of  cooperation,  ambition, 
industry  and  morals • 

9*  Require  a  thorough  physical  examination*  Thus  we 
can  promote  health,  prevent  overstrain,  and  cure 
physical  defects* 

10*  Make  athletics  compulsory .    The  right  kind  means 
no  excuses.  Physically  fit  and  "everybody  out" 
to  be  the  slogan* 

11.  Place  development  ahead  of  championship.   This 
means  more  efficiency  and  less  notoriety* 

IE*  Absence  entirely  of  gate  receipts.    When  ath- 
letics must  pay,  the  team  must  win* 

13*  Support  athletics  and  physical  education  by 
public  funds. 

Recognition  and  support  is  preferable  to  neglect 
and  its  consequences. 


A  WORKING  PLM  FOR  HIGH  SCHOOL  ATHLETICS 


1*   Secure  a  physical  director* 

Capable  of  doing  corrective  work,  conduct  first 
aid,  and  coach  athletics* 

2.  Provide  an  athletic  field  and  gymnasium* 

Get  this  as  close  to  the  school  as  possible* 

3.  Make  athletics  and  gymnastics  compulsory* 

This  will  have  a  good  moral  effect* 

4.  Make  it  a  definite  part  of  the  curriculum  and  pro- 

gram* Plan  for  it  and  provide  for  it* 

5.  Provide  adequate  medical  and  physical  examination* 

A  penny  in  prevention  here  will  save  a  do liar fs 
worth  of  cure  later  on* 

6*   Make  it  possible  for  all  to  be  a  member  of  some 
team*  The  club  or  weight  plan  secures  this* 


-99- 


7.  Cut  down  the  privileges  of  the  first  team. 

Limit  the  number  of  games  -  amount  of 
equipment  -  and  time  on  the  field. 

8.  Take  the  emphasis  off  the  large  game. 

Some  suggest  eliminating  spectators. 

9.  Definitely  plan  to  financially  support  ath- 

letics. Then  play  for  the  sport  and  not 
necessarily  the  championship. 

10.  Make  many  awards. 

Base  them  upon  personal  achievement. 

11.  Provide  plenty  of  equipment. 

Pools,  gymnasiums  and  fields. 

12.  Promote  faculty  control  and  student  leadership. 

The  school  must  guarantee  the  square  deal. 

13.  Require  mental  gymnastics  inside  as  well  as 

physical  fitness  outside. 


Note:   The  existing  evils  -  ideals  -  and  working  plans  were 
collected  from  lectures  in  "Practical  Conduct  of 
Playgrounds"  -  conducted  Toy  Jay  B.  Nash.  Assistant 
Superintendent  of  Becreation,  Oakland,  California. 


CHAPTER  VII 
ORGANIZED  DEBATING 


The  adolescent  period  is  a  debatable  one  so  far  as 
knowing  what  is  the  most  effecient  training  for  the  time.  It 
is  a  period  in  which  response  is  easily  secured,  when  the 
individual  is  most  susceptible  to  influence,  and  when  the  human 
clay  can  be  most  easily  molded  and  fashioned  under  the  hand  of 
the  artist.  Opinions,  at  this  time,  are  formed  and  reformed 
daily,  arguments  spring  up  with  amazing  rapidity  and  fall  as 
readily,  with  heat  instead  of  light  as  the  chief  characteristic. 
The  idea  of  debating  rests  upon  the  fundamental  instincts  of 
expression  and  the  spirit  of  encounter.  It  has  its  practical 
application  in  every  business  transaction  or  decision  in  court. 
Debating,  arguing,  or  the  exchange  of  opinions  becomes  the  most 
valuable  form  of  expression  and  the  most  natural  when  it  is 
realized  that  seldom  does  a  conversation  ensue  which  does  not 
possess  it  in  some  form.  All  leadership,  whether  physical,  men- 
tal, social  or  moral,  depends  upon  the  power  of  one  to  convince 
another  of  his  superiority.  If  it  is  debating  it  is  a  measure- 
ment of  minds,  and  the  contest  is  just  as  keen  and  the  man- 
euvering just  as  skillful  as  in  any  physical  combat.  The  satis- 
faction derived  from  such  a  mental  contest  or  exercise  far 


-101- 


surpasses  any  other  form  of  contest.  The  sueces3  of  the  encount- 
er depends  largely  upon  the  forces  which  can  he  marshaled  in  supp- 
ort of  the  argument  given,  and  the  ring  of  sinoerity  which 
accompanies  it,  as  well  as  the  influence  of  the  personality 
hack  of  it.  Major  Nance,  Head  of  the  Department  of  Military, 
in  the  University  of  California,  in  speaking  of  the  qualities 
of  an  officer  said, "He  must  know  and  show  that  he  knows,  if  he 
is  to  generate  confidence  in  his  men.  It  is  a  splendid  thing 
to  know  and  to  know  that  you  know;  it  is  fatal  when  you  don't 
know,  and  don't  know  that  you  don't  know.*  This  applies  equally 
well  in  dehating. 

When  we  think  of  the  adolescent's  craving  for  leader- 
ship, we  must  realize  how  often,  daily,  he  is  called  upon  to 
champion  his  own  ideas,  convictions,  and  beliefs.  He  seldom 
leaves  his  guns  even  though  the  body  of  his  arguments  have  been 
riddled  by  the  attack  of  the  enemy.  He  is  not  content  to  defend, 
he  frequently  takes  up  the  advance  and  fearlessly  attempts  to  force 
others  to  capitulate.  Too  often  he  is  like  a  raw  recruit,  whose 
wisdom  needs  tempering,  and  whose  zeal,  impetuosity,  and  haste, 
show  immature  Judgment  and  faulty  inferences.  He  needs  to  be 
trained  and  disciplined.  In  debating  "he  is  too  eager,  and  needs 
to  learn  the  value  of  discussion  for  the  purpose  of  enlarging 
knowledge  and  clearing  vision,  thus  often  making  debate  unnecessary*! 

1.  Stone,  A.  Monroe,-  Student  Debating  Activities  -  in,  The 

Modern  High  School,  by  C.H.Johnston,  page  465 


-102- 


Many  of  the  high  school  do ha tea  are  anti-social  in 
their  tendencies ,  and  develop  qualities  which  are  contrary  to 
good  morals  and  totally  apposed  to  actual  conditions  met  in 
life.  It  is  not  at  all  uncommon  to  find  a  student  de hating 
against  his  own  convictions,  thus  injuring  himself  and  deliherate- 
ly  attempting  to  estahlish  his  ideas  in  the  minds  of  his  audience 
and  the  judges.  Ho  individual  can  long  maintain  his  own  person- 
ality and  integrity  who  follows  such  a  practice,  and  he  will 
soon  lose  his  prestige  in  the  community  when  such  an  attitude 
is  discovered*  The  school  has  often  heen  guilty  of  further  offense 
when  the  spirit  of  winning  has  so  modified  its  good  judgment 
that  the  de  haters  have  only  he  come  the  mouth-pieces  of  the 
faculty  advisers  and  coaches.  In  this  case  all  originality  has 
heen  stamped  out  and  the  language  and  form  of  the  dehate  has 
heen  put  into  the  hands  of  the  de haters.  While  these  are  very 
undesirahle  features,  they  are  not  insurmountahle  when  the 
real  purpose  of  donating  is  understood,  and  a  real  desire  to 
realize  that  purpose  takes  possession  of  the  school  and  advisers. 

Dehating  as  it  exists  today  is  either  intra-school 
or  inter-school.  If  either  is  to  he  an  activity  countenanced 
and  encouraged  hy  the  school,  and  if  student  activities  have 
the  educational  possihilities  which  many  "believe  they  possess, 
then  the  program  should  arrange  a  regular  time  for  meetings  of 
this  nature.  It  would  not  he  opposed  to  present  day  spirit  to 


-103- 

allow  credit  for  conscientious  and  regular  participation 
in  such  activities.  Any  activity  increases  in  its  social 
influence  as  its  benefits  are  extended  and  the  intra-school 
debating  work  seems  to  offer  the  greatest  opportunity  to  the 
largest  number  of  students.  Too  often  intra-school  debating 
is  only  superficial  and  used  as  an  elimination  process,  in 
order  to  select  the  representatives  for  inter-school  debates* 
To  be  sure  this  is  better  than  having  the  faculty  select  them 
but  both  are  in  a  sense  unsocial  and  undemocratic.  In  intra- 
school  work  debating  squads  may  be  organized  throughout  the 
school  or  several  non-coeducative  debating  societies.  The  size 
of  these  squads  would  neoessarily  have  to  be  limited  in  order 
that  there  might  be  sufficient  advisers  for  them.  The  membership 
in  these  should  be  voluntary  but  all  encouraged  to  become  an  active 
participator  in  one.  Instead  of  the  faculty  selecting  the  question, 
giving  it  form  and  arbitrarily  assigning  the  debaters,  the  plan  here 
in  mind  would  leave  the  matter  of  the  question  in  the  hands  of  the 
squad,  both  to  propose  and  formulate.  Let  the  interests  of  the  stu- 
dents suggest  the  problem  for  discussion.  The  most  democratic  plan 
would  be  to  ask  each  member  of  each  squad  to  submit  a  problem  which 
he  thinks  would  be  of  vital  interest  to  other  members.  From  these 
it  would  be  a  simple  matter  to  select  a  few  for  investigation,  and 
one  for  discussion  at  the  next  meeting.  At  this  time  the  various 
solutions  may  be  given,  and  if  the  disoussion  failed  to  propose  a 


•104* 

solution  which  was  quite  universally  acceptable,  then  this 
problem  wouia  he  a  legitimate  one  for  further  debate.  A 
natural  division  in  opinion,  supported  by  honest  convictions, 
is  here  established  and  the  matter  of  selecting  speakers  may 
be  left  entirely  to  the  squad*  At  the  time  of  formal  debate, 
the  decision  may  be  left  to  other  members  of  the  squad,  and 
make  a  two- thirds  majority  necessary  to  win.  If  the  debate  is 
considered  of  unusual  merit  it  may  be  presented  to  the  entire 
school,  some  literary  club,  or  civic  league  and  let  the  decision 
be  given  by  the  vote  of  every  member  present  or  by  a  large  committ- 
ee selected  by  the  governing  body.  Such  a  plan  with  weekly  meet- 
ings will  afford  abundant  opportunity  for  development,  and  such  an 
organisation  will  make  the  participation  of  a  large  member  possible 
while  inter-squad  debates  will  create  keen  competition  and  generate 
healthy  enthusiasm*  When  the  audience  gives  the  decision,  it  puts 
a  punch  into  the  argument,  and  gives  a  touch  of  reality  which  is  not 
altogether  present  In  the  ordinary  high  school  debate. 

In  inter-school  debates,  much  of  the  democracy  found  in 
the  squads  may  be  maintainedf  <and  many  of  the  prevailing  ills 
eliminated.  In  proposing  questions  for  debate  between  schools  each 
squad  might  propose  a  problem  to  be  submitted  for  discussion.  A 
list  of  these  might  be  returned  to  the  squads  with  the  request 
that  they  select  three  or  five  of  the  most  desirable  ones  and  then 

request  that  they  rank  the  final  three  or  five  in  the  order  of  their 


-105- 

importance.  With  this  list  as  a  "basis  the  faculty  is  in  a  pos- 
ition to  submit  questions  knowing  that  it  has  the  support  of  the 
entire  school  back  of  them.  Interest  will  be  keen  as  negotiations 
progress  and  a  good  spirit  will  be  accumulating  which  is  so  all- 
essential  to  the  successful  promulgation  of  any  plan.  As  soon  as 
the  question  has  been  decided,  it  may  be  sent  to  the  squads  who 
begin  investigation  and  discussion  at  once.  Squad  pride  will 
develop  in  the  attempts  to  secure  representation  on  the  team,  and 
inasmuch  as  the  side  the  school  is  to  take  is  as  yet  unknown,  &t 
least  to  the  squads,  investigation  will  proceed  along  broad  lines, 
the  integrity  of  the  debater  is  preserved,  and  the  whole  school 
becomes  a  unit  in  its  efforts  to  prepare  for  the  event.  The  selec- 
tion of  the  side  of  the  question  should  be  left  to  the  latest  poss- 
ible moment,  and,  if  conditions  will  warrant,  it  may  be  left  until 
the  day  of  the  debate.  This  would  necessitate  the  school  having 
two  teams  or  having  the  one  team  prepared  to  debate  either  side. 
The  former  would  seem  to  be  more  preferable. 

In  case  of  the  triangular  debate  Mr.  Stowe  suggests  a 
somewhat  radical  plan  of  having  both  home  teams  debate  away  from 
home,  thus  "doing  away  with  the  intense  partisanship  which  some- 
times mars  debates, m   well  as  to  take  advantage  of  the  inter-school 
debate  as  a  means  for  training  students  socially."     The  social 

1.  Stowe,  A.  Monroe  -  Student  Debating  Activities  -  in  The  Modern 
High  School  -  by  C.  H.  Johnston,  page  477 


-106- 

opportunity  comes  to  the  home  school  in  acting  as  host  to  the 
representatives  of  the  other  two  schools*  Every  courtesy  should 
be  extended  to  them  to  make  their  visit  as  pleasant  as  possible* 
A  social  hour  planned  to  follow  the  debate  will  do  much  to  cool 
the  sting  of  defeat  or  increase  the  charm  of  victory.  It  is  the 
home-school's  chance  to  show  its  colors,  and  show  itself  to  be  a 
good  sport  and  a  mayhaps  good  loser*  It  sends  the  visitor*  home 
feeling  that  defeat  from  such  a  foe  is  no  disgrace,  or  that  vic- 
tory was  gained  from  a  worthy  adversary*  Such  a  reception  es~ 
tablishes  the  finest  kind  of  relationship, between  schools  and 
promotes  a  social  solidarity  between  them  which  lasts  for  years* 

In  all  of  these  triangular  debates,  in  order  to  obviate 
the  added  expense  of  judges,  it  has  been  proposed  that  local  men, 
or  high  school  students  act  in  this  capacity*  In  the  latter  these 
judges  are  to  be  supplemented  by  a  committee  of  citizens  who  are  , 
to  Judge  in  public  speaking  or  presentation*  When  the  judges  are 
all  citizens,  and  in  this  particular  kind  of  debate,  it  is  well 
for  the  judges  to  give  individual  rankings  based  on  grades  given 
in  argument,  presentation,  and  personal  appearance* 

The  plans  suggested  here  for  high  school  debating  may 
be  far-fetched  in  some  ways,  and  impracticable  in  others,  but  it 
may  have  a  grain  of  truth  in  it,  and  if  so  it  has  life;   if  it 
has  life  it  has  possibilities*  Modifications  of  the  plan  may  be 
made  to  suit  local  conditions  or  as  experience  shows  them  to  be 


•107- 


necessary*  It  will  preserve  individual  integrity,  and  ring 
true  if   subjected  to  the  rigid  scrutiny  of  present  day  ideals. 
It  is  democratic  because  representation  and  participation  has 
been  extende  >,  and  student  initiative  has  been  preserved.  1 


1.  The  writer  is  indebted  and  grateful  to  Mr.  A.  Monroe  Stowe, 
for  his  suggestions,  and  the  inspiration  received  from 
his  article  on  |$tudent  Debating  Activites"  in  The  Modern 
High  School  *  by  C.  H.  Johnston. 


CHAPTER  VIII 
HIGH  SCHOOL  JOURNALISM 

Journalism  in  its  "broadest  sense  means  getting 
news,  reading  news,  writing  news,  and  printing  news*  The 
function  of  journalism  in  high  school  is  to  give  Business 
training,  disseminate  school  spirit,  reveal  student  opinion, 
encourage  student  activities,  and  promote  school  enterprises. 
When  properly  conducted  it  will  react  on  both  students  and 
school.  Its  possibilities  are  so  great  that  it  deserves  a 
p3ace  and  recognition  in  the  social  administration  of  any- 
high  school.  The  successful  promotion  of  a  school  paper  or 
annual  is  a  business  course  in  itself*  It  requires  more  than 
mediocrity  in  business  acumen  as  is  evidenced  by  the  fatalities 
which  mark  the  highway  of  past  progress.  There  is  a  responsi- 
bility to  be  met  each  day  or  week,  in  the  recurring  obligations 

1 
to  the  subscribers  and  advertisers.    Someone  has  said  that  you 

never  know  the  public  until  you  serve  it*  Satisfaction  is  the 
keynote  to  the  financial  success  of  the  venture.  Each  issue  be- 
comes a  challenge  to  the  finest  ability  of  the  manager,  as  he 
meets  his  recurring  obligations  to  the  printer*  New  business  is 
a  daily  challenge  to  the  push,  and  the  perseverance  of  the  manager. 

1.  Abbott,  Allan  -  Hifh  Sohool  Journalism,  December  1910,  School 
Review,  Vol.  XVIII,  page  657. 

-108- 


-109- 

It  stands  waiting  to  "be  captured.  It  seldom  gives  up  without 
a  struggle,  and  will  not  stay  without  fair  treatment.  Sometimes 
it  goes  for  the  sake  of  charity,  or  just  because  it  is  a  good 
fellow,  hut  it  seldom  sticks,  and  if  it  does,  it  remains  reluct- 
antly. New  business  of  that  kind  is  poor  business  and  keeps  re- 
minding one  of  the  fact  that  it  came  across  instead  of  being  put 
across. 

Perhaps  the  most  important  function  of  the  school  paper 
is  to  reveal  and  reflect  student  opinion.  The  editorial  column 
gives  students  a  chanoe  to  air  opinions,  and  offer  criticisms. 
Suggestions  creep  in  and  pert  paragraphs  point  the  direction  of 
the  wind*  Here  occasionally  is  found  a  hint  which  is  well  to 
follow  or  a  plea  which  is  worthy  of  support.  In  another  column 
is  found  the  choice  productions  of  the  literary  celebrities,  the 
near  and  would-be  writers.  Some  of  these  show  sparks  of  thought 
and  a  young  talent  struggling  for  light.  It  is  a  pardonable  pride 
which  encompasses  the  author  as  she  tremblingly  awaits  the  re- 
ception of  her  master  piece.  On  another  page  may  be  found  the 
jokes  and  near- jokes,  bits  of  humor,  at  least  twice-told  tales. 
Sometimes  they  are  old  wine  in  new  bottles  having  the  same  gen- 
eral result.  At  times  they  are  so  touched  up  with  local  color 
that  they  almost  seem  original,  but  they  show  effort  and  a  few 
incrlsive  outs  of  criticism  by  the  student  public  often  work  a 


marvelous  change  in  the  nature  of  the  puns*  Then  the  ath- 
letic page,  perhaps  the  moat  popular  of  allt  stands  out  in 
conspicuous  headlines  and  reveals  the  ability  and  the  punch 
of  the  editor.  He  is  in  the  spot  light  of  opportunity,  both 
in  making  good,  personally,  and  in  shaping  athletic  sentiment. 
Here  we  find  evidence  of  the  school  artist  and  the  cartoonist 
of  more  or  less  ability  giving  the  players  a  chance  to  see 
themselves  as  others  saw  them.  Society  and  clubs  come  in  for 
their  due  share  of  attention  and  sometimes  there  is  quite  a 
comprehensive  idea  of  past  social  functions  and  entertainment 

This  somewhat  gives  the  idea  of  the  average  high 
school  paper*  This  has  been  something  of  a  joke  and  the  paper 
is  likely  to  be*  It  is  a  plaything  *  oftentimes  and  a  very  ex- 
pensive one  when  all  the  consequences  are  considered.  What  it 
is  or  has  been  may  or  may  not  be  indicative  of  its  possibilities. 
All  of  the  departments  represented  require  editors  who  are  able 
to  get  ten  to  work  instead  of  trying  to  do  the  work  of  ten.  The 
greater  the  number  of  contributors  the  greater  the  interest,  and 
usually  the  better  the  paper.  It  is  a  power  in  embryo.  What  it 
may  be  is  perhaps  not  entirely  known*  In  many  places  it  has 
given  evidence  of  becoming  a  real  factor,  and  in  measuring  up  to 
fall  capabilities*  Wherever  it  has  shown  such  potentiality  it  has 

1.  Thorpe,  Merle  -  High  School  Journalism:   Study  of  newspapers 
and  utilizing  the  school  paper  -  in  The  Modern  High 
School  -  by  C.  H.  Johnston,  page  484. 


-Ill- 
been  under  the  wise  leadership  and  friendly  surveillance  of 
some   interested  teacher.     The  school  paper  should  "be  utilized, 
vitalized  and  encouraged.     Recently  the  Manual  Arts  High  School 
of  Los  Angeles  sent  a  copy  of  their  school  paper.     It  was  pub- 
lished in  a  small  pamphlet  form  and  contains  many  of  the  special 
features  of  the  High  School.     The   spirit  is   social  as  expressed 
in  the  Foreword,  "That  the  spirit  of  Manual  Arts  may  he  "better 
known  to  those  who  have  not  yet  walked  among  our  arcades,  that 
the  life  of  the   institution  and  the  happy  days  spent  there  may  he 
kept  in  rememhranoe  of  those  who  have  "been  among  us  and  have  since 
gone  forth  into  the  world,  and  that  the  public  who  knows  us  only 
by  hearsay  may  have  more  definite  knowledge  of  what  Manual  Arts 
mean  to  one's  community  —  this  book  is  issued  by  the  Student 
Body  Organization  of  the  Manual  Arts  High  School. " 

When  the  school  paper  is  used  to  vitalize  the  English 
work,   then  it  performs  a  somewhat  limited  service  but  a  highly 
social  one.     Compositions  take  on  new  life  and  dramatization  be- 
comes a  special  edition  plus  the  enthusiasm  and  backing  of  a 
special  class.     These  are  real  "fliers  in  journalism"  and  some- 
times they  reach  record-breaking  heights.     Elko,   Hevada,  High 
School  attempted  some  new  altitudes  along  this  line  and  from 
Principal  G.  C,  Jensen's  report  one  is  almost  compelled  to  be- 
lieve  that  a  new  and  distinct  function  of  journalism  has  been 
re-discovered«     He  sayst   "Each  class  publishes  its  paper  once 


-112- 

a  month  at  different  times.     The   object  is  high  literary 
achievement  and  valid  criticism.     They  are  serious  about  it 
too*     Good  newspapers  are  examined  with  care  for  study  of  what 
is  the  "best  style  of  the  hour*     There  is  keen  rivalry  between 
the  classes  but  it  is  a  moral  rivalry t  where  the  object  is  not 
to  down  the  other  fellow,  but  to  raise  him  higher  by  climbing 
higher  yourself*     Hote  the  attempt  at  poetry  in  the  Junior  paper. 
Of  course   it  is  not  Milton  {thank  goodness)  but  at  least  the  stu- 
dents have   tried,  which  is  far  beyond  where   the  usual  students 
get,   at  least  so   far  as  the  public  is  concerned.       fe  believe  that 
if  we  create  a  desire  for  self-expression  in  the  student  he  will 
soon  learn  to  express  himself  adequately,   that  he  will  develop  a 
style  built  out  of  the  native  stuff  of  which  he  is  made  and  not 
out  of  what  he  reads  in  a  book.     The  freshman  program  is  somewhat 
different.     This  class  is  studying  Homer.     The  first  three  weeks 
were  given  over  to  a  careful  study  of  the  ancient  civilization  which 
surrounded  the  Mediterranean  Sea  during  the   time  of  Homer's  Troy, 
and  before.     This  makes  these  people  human  to  the  Freshmen.     Now  the 
class  has  been  divided  into  four  editorial  staffs.     Each  staff  will 
write  and  illustrate  the  characters  of  the  Iliad.     The  class  has 
chosen  Achilles,  Agamemnon,  Helen  and  Jove.     The  latter  was  a  reve- 
lation to  me,   it  was  interesting  to  see  Freshmen  electing  by  ballot, 
a  God.     When  the   Iliad  is  finished  the  book  of  diaries  will  be  pub- 
lished as  a  finished  produot  of  the  class.    Maybe  you  think  they  are 
not  interested.     These  papers  sell  like  hot-cakes." 


CHAPTER  IX 
HIGH  SCHOOI  ORGANIZATIONS 


When  we  step  "back  a  few  paces  in  the  history  of  the 
high  school  and  view  the  organization  as  it  now  stands  we  must 
necessarily  appreciate  the  great  change  that  has  taken  place. 
Magnificent  structures  now  house  the  increased  thousands  of 
students  who  daily  attend  high  school •  Extensive  grounds  pro- 
perly kept  invite  the  student  to  healthy  exercise,  while  within 
a  beautiful  and  splendid  workshop  challenges  every  instinct  and 
impulse  of  youth  to  new  and  fascinating  endeavor.  A  little 
closer  piering  in  shows  the  same  type  of  high  school  fellow  hut 
with  new  equipment  of  cuffed  coats  and  trousers,  yells,  pennants, 
cigarettes  and  automobiles*  He  has  the  air  of  prosperity  hut 
upon  close  inspection  it  is  found  to  he  only  "hot-air-"  Neverthe- 
less he  radiates  confidence,  and  has  the  appearance  of  a 
finished  product,  hut  looking  beneath  the  manicured  surface  it 
is  observed  th-  t  he  is  only  a  by-product,  a  popular  side-line 
with  a  highly  veneared  surface.  All  these  strange  sights  pro- 
phesy an  entirely  changed  educational  system,  but  it  only  re- 
quires a  little  ingenuity  to  perceive  that  fundamentally  it  ia  the 
same  institution  which  has  taken  on  twentieth  century  ways  and  is 
endeavoring  to  meet  the  demands  which  the  new  order  of  things  has 

-113- 


-114- 

made  imperative*  As  we  get  down  into  the  heart  of  this  great 
enterprize,  we  find  it  tuned  to  the  sensitive  touch  of  the 
millions  of  high  school  students  who  are  seeking  life  and  want 
it  more  abundantly. 

In  response  to  the  insistent  demands  for  a  good  time 
the  school  has  again  referred  to  the  instincts  whioh  prompt  this 
holy  desire  and  find  that  it  is  an  outgrowth  of  the  imitative 
instinct  and  the  gang  spirit.   The  plan  which  moat  nearly  fits 
that  need  is  the  high  school  organizations,  such  as  music, 
including  Glee  Club,  hand,  and  orchestra,  dramatio  and  athletic. 
As  we  view  them  now  they  "border  on  necessity  and  when  properly 
supervised  they  are  a  very  desirable  feature  of  any  high  school. 
They  have  all  the  ear  marks  of  the  very  finest  types  of  social 
and  recreational  institutions.  They  do  much  in  creating  a  spirit 
of  unity,  of  inspiring  loyalty,  and  in  establishing  a  real  school 
atmosphere.   The  leadership  is  being  found  among  those  numbers  of 
the  faculty  whose  only  reward  for  the  service  is  the  joy  found  in 
seeing  the  youth  have  a  really  good  time  and  seeing  character 
developed  as  a  by-product.  Often  they  are  time  consuming  and 
nerve  racking  and  so  in  many  places  less  classroom  work  is  being 
assigned  to  those  who  show  ability  and  are  willing  to  accept  such 
leadership.   In  Lincoln,  Nebraska,  these  organizations  are  deemed 
so  important  that  they  have  provided  experts  to  handle  such  activ- 
ities as  music,  dramatics  and  athletics.  Superintendent  Fred 


-115- 

Hunter,  now  superintendent  of  Oakland,   California,   in  speaking 
of  school  clubs  and  social  activities,  says,   "I  do  not  ask  my 
teachers  to  accept  the  leadership  of  such  activities.     If  we  must 
have  them,   and  it  seems  that  we  must,    the  Board  should  provide 
such  exports  and  it  is  being  done.     A  special  leader  of  the  Band 
and  Orchestra  is  provided*     The   instructor  in  public  speaking  has, 
as  part  of  her  work,   the  conduction  of  all  school  plays*     Coaches 
for  special  forms  of  athletics  are  provided  and  practically  all  of 
the  regular  teachers  are  excused  from  such  work." 

Almost  every  conceivable   form  of  club  and  society  has 
been  formed.     The  purpose  of  many  of  these  is  almost  rfholly  to 
supplement  classroom  work,  with  names  indicative  of  their  function, 
such  as  French,  German,   Spanish,  History,  English  and  mathematics. 
While  the  purpose  is  utilitarian,  there  is  a  social  value  and 
appreciation  in  these  which  makes  them  doubly  valuable.     When  so 
organized^  might  easily  be  olassed  as  the   Socialized  Recitation. 
Such  an  organization,  which  is  having  a  splendid  socializing  and 
vitalizing  Influence  is  to  be  found  in  the  Economics  class  of  the 
Elko,  Nevada  High  School.     The  students  have  organized  a  real  live 
school  bank,  which  does  all  the  work  of  a  small  institution. 
Principal  G.  C.    Jensen     says,      "The   Bank  has   just  made   its  first 
loan;     a  loan  of  $49.00  to  one  of  the  students  upon  good  security 
at  8/5  interest.     Deposits  too  are  beginning  to  come   in,  while   the 
stock  at  10  cents  per  share  is  going  fine.     The  Economics  class  of 


-116- 

some   twenty-five  students  purchased  $42*00  worth  of  stock  the 
first  day  it  was  offered  for  sale.      They  use  of  course  all  the 
forms  of  "business,   officers,   directors,  examiners,   that  they  can 
find*     The  attorney  directs  the   constitution  of  the  "bank.     Immed- 
iately after  it  was  organized,   it  was  found   that  we,  had  two  things 
to   offset;     first  preventing  the  stock  from  being  monopolized  and 
thus  offices  controlled  and  in  the  hands  of  a  few,   second  a  care- 
ful regulation  of  the  security  at  the   base  of  the  loans.     Some 
could  not  see  why  an  Auto  was  not  good  security.     That  gave  an  ex- 
cuse for  the  attorney  and  his  assistants  and  officers  to  carefully 
study  the  question  of  security.     Business  morals  too  are  always 
right  at  the   surface  in  our  Economic  Class." 

Many  other  organizations  have  a  double  purpose,   such  as 
supplementary  classroom  work,  and  social.     The  Camera  and  Art 
Clubs  are  of  this  nature.     Others  are  "based  upon  scholarship  and 
thus  stimulate  mental  gymnastics  in  study  as  well  as  physioal 
prowess  on  the  field.     Finally  there  are   those  for  purely  social 
and  recreational  purposes  and  this  list  includes  the  host  of  cluhs 
and  societies  which  are  many  in  number  and  always  willing  to  in- 
crease.    These  really  require  more  vigilance  and  careful  super- 
vision than  the  others.     The  problem  here  is  to  avoid  exclusiveness, 
snobbery,  and  the  improper  use  of  their  leisure   ti#».     One  of  the 
chief  forms  of  entertainment  and  amusement  in  these  social  organiz- 
ations is  dancing  which  in  certain  localities  becomes  a  troublesome 


-117- 

question.  Questionable  forma  of  danoing  certainly  should  be  pro- 
hibited* Some  feel  that  any  form  of  social  activity  should  not  have 
the  approval  of  the  school  which,  for  conscientious  reasons,  will 
not  permit  all  to  engage  in.  While  i2iis  can  hardly  be  accepted  as 
a  rule  still  there  are  certain  school  functions  at  which  such  a 
policy  certainly  is  justifiable  and  should  be  adopted.  Many  schools 
have  eliminated  the  High  School  dance  entirely.  If  dancing  is  per- 
mitted, entertainment  should  be  provided  for  those  who  do  not  desire 
to  do  so.  In  a  questionaire  sent  out  last  year  to  Principals  in 
Kansas,  it  was  found  that  the  High  School  Dance  as  a  social  function 
was  being  discredited  and  severely  censured.  Where  it  was  tolerated 
it  was  being  done  reluctantly  and  in  some  places  it  was  not  being 
countenanced.  The  writer's  experience  in  the  Kansas  field  leads 
him  to  believe  that  "washing  the  hands  of  the  whole  matter"  does 
not  eliminate  the  dance  nor  justify  the  administrator  in  sd  doing. 

The  Manual  Arts  High  School  of  Los  Angeles  is  a  represen- 
tative school  in  this  section  and  I  quote  from  their  high  school 
Paper  which  mentions  several  of  their  clubs  and  societies.  One  of 
the  largest  is  the  Pen  and  Pencil.  "This  organization  was  formed 
to  bring  out  the  literary  talent  of  the  school  in  a  democratic  way. 
The  Club  furnishes  stories  and  verses  to  the  Artisan  and  its  own 
magazine.  The  Penaand  Pencil  will  receive  any  literary  material 
submitted  to  it  and  if  the  article  is  accepted  the  writer  is  voted 
into  membership.  The  Club  is  supervised  by  the  English  department. 
Ribbons  are  given  for  the  best  work  of  various  types. 


-118- 

Another  club  of  importance  is  the  Commercial.  This 
is  called  the  "Dollar  Mark."  The  membership  is  limited  to  students 
holding  important  positions  in  school  "business  or  those  who  are  in 
some  way  connected  with  the  school  hand.  The  club  is  of  a  social 
nature  and  good  times  are  guaranteed. 

The  Mimerian  Society  is  a  scholarship  organization.  To 
become  a  Mimerian,  four  Jl's  must  be  recorded  in  subjects  yielding 
four  credits  in  any  one  semester.  This  society  is  very  prominent 
and  honored  by  all  students  and  members  of  the  Faculty.  The  old 
fable  tells  us  how  Odin  sacrificed  an  eye  for  the  privilege  of 
testing  the  waters  of  wisdom  from  Mimer's  well.  Our  Mimerians  no 
longer  think  it  necessary  to  give  up  everything  but  their  studies 
for  fine  wisdom  is  found  not  only  in  books  but  in  the  association 
of  life. 

*  The  Adelphic  society  serves  a  varied  and  important  func- 
tion. It  unites  the  two  Senior  Classes  into  one  organization  thus 
avoiding  the  rivalry  often  found.  Post  graduates  and  teachers  are 
included  in  this  Society.  Each  term  the  Sooiety  offers  programs 
of  varied  character  to  the  student  body,  bringing  before  the  school 
the  talent  in  any  line  it  has  discovered  among  students.  A  schol- 
arship fund  to  enable  students  to  continue  their  studies  is  one  of 
the  goals  the  Adelphic  has  devoted  to  this  end." 

The  dramatic  instinct,  calling  for  expression  with 
someone  and  for  someone,  responds  perhaps  as  early  in  life  and 


-119- 

re tains  its  susceptibility  to  appeal  longer  than  any  other. 
Its  appeal  lies  in  the  fact  that  it  claims  the  whole  individual 
demanding  the  "graceful  and  interpretative  use  of  the  "body,  good 
manipulation  of  the  organs  of  speech,  trains  the  ear  and  mind  to 
an  appreciation  of  literary  "beauty,  and  produces  a  joy  in  the 
worker,  peculiar  to  itself."  It  is  character  study  of  the  deep- 
est kind  and  a  moral  agency  forceful,  and  definite,  driving  truths 

•i 
into  the  heart  deeper  than  the  impressions  from  eloquent  sermons. 

The  drama  is  a  socializing  factor,  when  the  individual 

submerges  the  self  for  the  group  purpose  and  the  entire  caste  works 

as  a  team  unit.  It  has  an  increased  socializing  influence  when  the 

players  both  write  and  act  the  drama.  While  the  literary  quality 

will  suffer,  usually  in  the  hands  of  the  unskilled,  still  it  had 

"better  be  a  poor  play  well  acted  than  a  good  play  poorly  executed, 

A  new  spirit  and  understanding  creeps  into  the  expression  when  it 

has  passed  through  the  hand  of  the  player  in  the  making.  The  time 

has  long  since  passed  when  we  said  that  the  high  school  students 

were  unable  to  write  their  own  plays  or  dramatize  the  conversations 

of  others.  Everything  in  connection  with  the  preparation,  and 

presentation  has  a  tendency  to  develop  unity  and  foster  the  spirit 

of  cooperation.  The  entire  school  may  have  a  share  in  its  prodiic- 

tion  as  was  shown  in  the  Berkeley  High  School  ?jhen  Dramatic  Club 

1.  The  Social  Motive  in  School  Work  -  F.  W.  Parker  School  Year 
Book,  Vol.  I,  page  54. 


-120- 

presented  a  Shakespeare  play.  The  Art  Department  designed  the 
costumes  and  assisted  in  the  stage  setting;  the  Household  Arts 
Department  made  the  costumes;  the  Mechanical  Arts  Department 
constructed  the  stage  properties;  the  Commercial  Department  man- 
aged the  financial  part;  the  Science  Department  looked  after  the 
electric  lighting  effects;  the  Physical  Education  department 
had  charge  of  the  dancing;  the  Music  Department  furnished  the 
orchestra,  the  English  Department  did  the  coaching;  and  the  class 

in  Journalism  saw  that  the  play  was  properly  advertised  in  the 

1 
local  papers*    Such  a  cooperative  piece  of  work  does  much  to 

harmonise  all  school  elements,  and  thus  the  drama  incidentally 

furnishes  an  opportunity  for  expression  for  the  entire  school* 


1#  Pamphlet*  Special  Features  in  the  Administration  of  the 

Berkeley  High  School  -  1914,  page  IE* 


PART  III 
COMBTOHITY  COOPERATING  AGENCIES 

-O-O-O- 

CHAPTER  X 
SOCIAL  SERVICE  WORK 


Someone  has  said,  "In  any  system  there  should  be 
tendencies  and  under takings  which,  like  the  trusses  of  a 
new  cantilever  "bridge,  are  reaching  out  to  meet  the  struc- 
ture which  society  is  pushing  toward  it."  The  school  and 
society  must  meet,  and  learn  to  work  together  or  for  each  other 
"before  the  greatest  progress  is  assured.  There  are  times  when 
each  must  hear  the  cry  of  the  other  to  ncome  over  into  Macedonia 

and  help  us."  It  has  taken  centuries  to  change  the  answer  to 

/t 
Cain's  question  into  the  affirmative,  out/, shows  the  spirit  of 

this  age*  The  school  must  consciously  seek  out  and  provide  oppor- 
tunities for  social  service  work  for  the  community  which  is  so  lav- 
ishly providing  school  facilities.  An  opportunity  to  Join  hands 
with  the  community  in  aome  great  civic  campaign  should  never  "be 
lightly  considered*  It  inculcates  a  spirit  of  voluntary  service  for 

others  without  thought  of  reward  or  material  remuneration.  "It  is  a 

« 
greet  lesson  to  teach  and  a  greater  one  to  learn."  Such  work  pre- 
vents the  "sufficient  unto  themselves"  spirit,  and  the  development  of 
the  narrow  "tie  that  hinds,"  and  uncovers  the  talents  under  a  hushdl. 

-121- 


-122- 

When  community  work  is  carefully  directed  it  will  supply  a  great 
opportunity  for   the  many  students  who  want  to  get  into  the  lime 
light  and  get  the  well-done   of  public  opinion.     It  is  activity, 
leadership,  responsibility,  all  of  which  makes  a  mighty  appeal 
to  adolescents. 

Too  much  independence  on  the  part  of  individuals  and 
communities  has  prevented  a  greater  spirit  of  social  service  work, 
and  has  called  forth  an  indictment  against  us  which  is  truer  than 
we  like  to  admit.     When  Louis  N.  Parker,   the  great  English  Pageant 
Master,  was  invited  to  Boston  to  discuss  the  desirability  of  pag- 
eants in  this  country,  he  said,  among  other  things,   "In  England, 
where  we  are  so  democratic,  pageants  are   sure   to  succeed,  hut  in 
America,  where  you  are  so  aristocratic,   I  am  in  doubt  about  their 
success."     When  asked,   by  his  surprised  listeners,  what  he  meant 
he  explained  that  in  England  if  a  person  of  distinction  wished  to 
undertake  anything,  he  had  no  difficulty  whatever  in  getting  a 
large  following  to  help  carry  it  out.     In  this  country  where  every 
man's  opinion  is  sufficient  for  himself,    there  is  an  "aristocracy 
of  individuals"  which  makes  concerted  action,   voluntary  coopera- 
tion, difficult  to  obtain  in  any  kind  of  undertaking.     Every  in- 
dividual has  to  be  convinced  separately  and  even  when  convinoed 
he  may  change  his  mind  tomorrow. 

1.     Clark,   Lotta  A.   -  Pageantry   in  America  -  English  Journal, 
March  1914  -  Vol  III,  page  146. 


-123- 

The  impression,  which  Mr.  Parker  had,  of  America  was 
not  altogether  unfounded,  hut  perhaps  somewhat  exaggerated.  We 
are  too  reluctant  to  "begin  reforms  which  are  obviously  necessary • 
W©  are  greatly  moved  by  every  great  calamity,  and  pour  out  our 
money  in  abundance  to  help  the  needy,  and  we  will  even  give  gen- 
erously to  help  a  good  cause,  but  we  are  too  busy  to  give  much  of 
our  time  in  promoting  civic  or  philanthropic  enterprises.  It 
seems  to  be  so  much  easier  to  give  a  pound  of  cure  than  an  ounce 
of  prevention.  If  we  want  a  good  time  we  pay  someone  to  come  in 
and  entertain  us.   "If  we  want  a  celebration  we  hire  the  perform- 
ers ,  appoint  a  committee,  appropriate  funds,  work  the  committee  to 
death,  and  reward  them  with  fault-finding  and  oritioism,  and  then 
suspioion  them  of  graft  in  expenditure s.n  There  is  some  service 
that  is  above  hire  in  which  it  is  "more  blessed  to  give  than 
receive"  where  good-fellowship  and  comradeship  is  strengthened 
by  shoulder  to  shoulder  work  and  when  personal  differences  are 
forgotten.  As  a  nation  we  cannot  afford  to  educate  students  with- 
out some  sense  and  conception  of  and  practice  in  this  social  ser- 
vice work.  *- 

All  service  of  this  nature  must  be  viewed  from  three 
angles:  what  the  school  may  do  for  the  community;  what  the  com- 
munity may  do  for  the  school;  and  what  may  be  done  under  the 

1.  Clark,  Lotta  A.  -  Pageantry  in  America  -  English  Journal, 
March  1914  -  Vol.  Ill,  page  146. 


-124- 

oooperating  influence  of  "both.  There  is  ample  opportunity  for 
each  phase  of  this  servioe  and  it  is  a  splendid  evidence  of  the 
spirit  of  the  school  when  a  ready  response  is  given  to  an  appeal 
of  this  nature.  Sometimes  there  is  a  spirit  of  animosity  aroused 
when  any  attempt  is  made  to  "better  conditions,  and  in  some  oases 
there  is  active  opposition,  "but  differences  are  usually  soon  for- 
gotten and  as  a  general  rule  there  is  a  ready  welcome  extended  or 
there  is  a  willingness  to  unite  forces  in  the  work  proposed.  As 
an  example  of  the  high  school  doing  a  service  for  the  community, 
Supt.  W.  J.  McXone  of  AIM  on,  Michigan,  tells  how  his  students 
responded  to  a  challenge  which  he  made  to  the  Chamber  of  Commerce 
in  his  oity.  As  is  the  case  in  most  places  the  population  of  any 
city  depends  womewhat  upon  the  enthusiasm  of  the  Heal  Estate  men. 
Commercial  Club,  or  the  Civic  Booster.  Guesses  and  estimates  are 

made  "but  these  are  usually  colored  to  meet  the  needs  of  the  moment. 

1 
Mr.  MeKone  says,    "I  proposed  one  day  at  the  weekly 

luncheon  of  the  "Boosters  and  Knockers"  the  city's  Commercial 
Club,  that  If  the  club  cared  to  foot  the  small  printing  "bills  nec- 
essary and  to  give  my  plan  moral  support  I  would  take  a  nOne-hour 
Census"  and  guarantee  the  figures.  The  plan  was  outlined  and 
£iven  enthusiastic  endorsement.  The  plan  was  exceedingly  simple. 
Wo  one  thing  contributed  more  to  its  smooth  working  and  successful 
finish.  The  city  has  four  wards.  These  were  used  as  limits.  Each 

1.  McKone,  W.  L.  -  One-hour  Census  in  Albion  -  February  1916, 
School  Board  Journal,  Vol  III,  page  38. 


-125- 

ward  was  divided  into  a  convenient  number  of  districts,  the  total 
for  the  whole  town  being  168.  Ho  district  contained  less  than  5 
houses  and  it  was  planned  to  make  the  maximum  twelve.  A  student 
was  assigned  to  each  district  as  enumerator *  Assignments  were  made 
from  the  High  School  so  far  as  possible  but  a  number  of  boys  were 
seleoted  from  the  7th  and  8th  grades*  The  student  selected  was  a 
resident  of  that  district*   Three  days  before  the  census  was  to  be 
taken  a  School  of  Instruction  was  held  for  the  enumerators  and  care- 
ful directions  were  given*  All  the  questions  and  problems  that  could 
be  anticipated  were  answered,  and  they  were  given  two  days  to  study 
their  district*  A  column  in  the  daily  paper  coupled  with  the  pub- 
licity given  the  plan  by  the  students  who  had  enlisted  aroused  very 
general  interest  and  created  considerable  enthusiasm* 

A  card  wa3  made  for  each  family*  In  the  preparation  of 
the  cardt  the  idea  was  to  obtain  all  the  necessary  data  with  as  few 
questions  as  possible*  The  start  was  made  at  nine  o'clock  and  re- 
turns began  coming  in  fifteen  minutes  later*  All  was  done  easily 
within  the  hour*  A  public  service  was  rendered ♦  The  young  people 
undertook  and  accomplished  a  definite  piece  of  work  outside  of  books. 
Young  folks  were  shown  how  to  do  things  and  at  the  same  time  showed 
that  they  are  capable  of  doing  things* 

It  is  thought  that  this  may  have  broken  the  record  for 
census  enumeration,  and  without  doubt  it  exceeded  the  "speed  limitw 
established  by  Uncle  Sara  in  his  decennial  efforts  at  "counting  noses *w 


-126- 

The  results  have  "been  accepted  by  the  press  and  "by  the  people 
and  it  is  believed  that  AIM  on  now  has  the  moat  accurate  census 
ever  taken  for  the  city." 

Where  the  community  is  positively  and  openly  antagon- 
istic to  social  service  work  on  the  part  of  the  high  school,  it 
requires  the  greatest  skill  and  diplomacy  to  fight  its  way  into 
the  hearts  and  homes  of  the  people •  This  difficulty  is  accentu- 
ated when  those  homes  are  in  the  congested  districts  of  large 
cities  and  filled  with  foreigners.   Such  was  the  environment  into 
which  the  Eagle  School,  of  Cleveland,  Ohio  was  placed.  Here  the 
in-pouring  streams  of  alien  civilization  and  the  wheels  of  indus- 
try were  producing  a  social  stratification  which  has  been  well 
put  by  Mr.  Perry.  He  says,  "Machinery  has  sliced  us  into  horizon- 
tal layers,  and  immigration,  by  clearing  us  vertically,  has  chopped 
us  into  isolated  chunks.  There  are  not  only  social  gulp  but  fissures 

If     n 

running  up  and  down  through  the  laboring  classes.  It  is  with  one 

of  these  chunks  that  the  Eagle   School  attempts  to  work.     Mr.  Perry 

2 
says,  "What  obstacles  the  teachers  of  the  Eagle  Sohool  had  to 

contend  with  in  preparing  the  pupils  for  successful  life  careers 

can  be  partially  appreciated  when  it  is  pointed  out  that  only  a 

few  years  ago,  a  1-  rge  proportion  of  t^e  pupils  had  skin  disease, 

1.  Perry,   C.  A.-  Wider  Use  of  the   School  Plant,  pages  365-366 ♦ 

2.  Perry,   C.  A.-  Education;  1  Extension  Monograph  -  pages  40-45. 


-127- 

many  of  them  had  been  discovered  foraging  in  garbage  cans, 
"begging  was  a  common  occupation  of  the  hours  which  belonged 
to  play,  the  truancy  records  had  placed  the  district  at  the 
top  of  the  list,  and  parents  abounded  who  were  not  averse  to 
the  marriage  of  their  daughters  at  the  early  age  of  fourteen • 
That  an  unpromising  soil  in  which  to  grow  seeds  of  decency, 
industry  and  intelligence.  How  could  a  teacher  hope  to  give 
the  lasting  shape  of  American  citizenship  to  a  bit  of  soft  clay 
which,  after  a  brief  handling  she  had  each  day  to  turn  over  to 
the  molding  influences  of  such  a  social  environment?  The  tre- 
mendousness  of  the  task,  however,  seems  only  to  have  called  forth 
from  the  Principal  and  teachers  more  persistent  effort  and  greater 
skill.  In  the  classroom  emphatic  but  inoffensive  ways  were  con- 
stantly sought  for  impressing  upon  pupils  the  inherent  degradation 
of  begging.  An  investigation  into  the  causes  of  tardiness  revealed 
the  time-consuming  methods  (already  referred  to)  of  securing  break- 
fast, which,  if  they  were  to  have  one  at  all,  some  of  the  children 
were  obliged  to  use.   To  remedy  this  condition  systematic  feeding 
was  inaugurated  at  the  school.  The  diseases  of  the  skin  were  grad- 
ually banished  by  the  medical  inspection  staff,  while  in  handling 
the  early  marriage  problem  effective  co-operation  was  obtained  from 
the  neighborhood  Priest. 

A 

An  instrument  specially  adapted  to  the  peculiar  needs  of 
the  district  was  placed  in  the  hands  of  the  school  staff,  by  the 


-128- 

educational  authorities,  when  the  present  Eagle  Building  was 
erected.     First  opened  in  September  1913,   the  amelioration  of 
social  conditions   in  the  neighborhood,   traceable   directly  to  the 
special  features  of  this  edifice,   had  already  demonstrated  the 
wisdom  which  the  school  board  displayed  in  selecting  that  type  of 
architecture  for  that  particular  locality*     The   "Model  Flat"     the 
lunch  room,    the   superior  shop  and  kitchen  facilities,   the  ample 
dispensary  accommodations,   the  shower-room  and  gymnasium,   the 
open-air  classrooms,  and  the  spacious  auditorium,   have  all  been 
most  useful  means  in  developing  sound  physiques,   housewifely  skill, 
and  industrious  dispositions  along  with  facility  in  the  use  of  the 
instruments  of  knowledge* 

If,  however,  the  teachers  had  used  their  pedagogical 
skill  and  their  material  apparatus  upon  the  pupils  only,  and  during 
olass  hours,   their  efforts  would  have  been  subject  to  serious  coun"* 
eractions.     Such  deposits  of  sound  living  methods,  as  they  might  have 
made  upon  those  boys  and  girls  from  nine  to  three  o'clock,  would 
have  been  largely  rubbed  off  by  the   sights,   sounds  aid  habits  that 
surrounded  them  between  the  hours  of  three  and  nine*     If  you  are 
poor  and  your  child  helped  to  eke  out  your  subsistence  by  begging, 
it  seems  to  hurt  you  when  somebody  shuts  off  that  souroe  of  inoome* 
If  by  marrying  off  your  many  daughters  you  attach  wage-bringing  sons- 
in-law  to  the   family  treasure,    it  feels  like  a  deprivation  if  some 
stranger  succeeds  in  retarding  the  recruiting  prooess*     You  resent 


-129- 

such  Interferences  with  your  comfort,  with  special  keenness,  if 
you  have  never  met  the  meddler  and  do  not  understand  her  aims. 
Also,  unless  your  ability  to  free  yourself  from  prejudice  is 
rather  well  developed,  you  will  he  disposedtto  frown  upon  and 
oppose  any  changes  in  your  child* s  behavior  which  seems  to  be 
proceeding  from  contact  with  the  meddler,  largely  because  that  is 
the  only  way  you  can  get  back  at  her •  It  is  hardly  necessary  to 
add  that  such  resentment  is  not  confined  to  the  immigrant  class 
alone  • 

x  The  Eagle  school  people  took  the  psychological  way  of 
neutralizing  home  hostility.  They  brought  the  parents  into 
immediate  contact  with  themselves  and  into  an  understanding  of 
their  aiAs.  Beginnings  came  febout  naturally  in  connection  with 
the  medical  inspection  r/ork,  when  the  school  nurse  visited  par- 
ents to  explain  why  their  boy  needed  his  adenoids  removed,  why 
their  daughter  required  glasses,  or  how  a  discharging  ear  should 
be  treated.  The  contact  was  further  broadened  by  occasions  which 
brought  mothers  and  fathers  to  the  school.  Domestic  Science  class- 
es were  thrown  open  for  housewives  and  manual  training  shops  were 
opened  to  men.  Here  prospective^*  brides  learned  how  to  cook  and 
prospective  bride-grooms  made  furniture  for  future  homes.  Mothers 
were  invited  to  bring  their  daughters  to  a  dancing  class  and  to  sit 
and  crochet  in  the  library  while  waiting  for  them.  The  gymnasium 
and  game-room  were  thrown  open  to  the  children  of  parents,  who 


-130- 

could  attend  the  mother's  club  or  the   citizenship  class  only 
if  there  was  some  place  where  their  youngsters  could  he  left 
in  the  meanwhile.     These  opportunities  soon  won  the  confidence 
and  co-operation  of  the  parents*     They  may  not  have  appreciated 
immediately  what  the   teacher  had  in  mind  when  she  urged  their 
"boy  to  stop  throwing  "banana  peelings  in  the  street,  hut  at  least 
they  reached  the  point  of  view  where  they  did  not  at  once  see 
in  it  an  attack  upon  their  rights.     They  came  to  "believe  sincere- 
ly, even  if  sometimes,   blindly  in  the  "benevolence  of  the  school's 
attitude,  and  they  gave  evidence   of  this  belief  in  the  assistance 
they  began  to  seek  at  the  hands  of  the   school  staff.     If  a  woman 
cut  her  hand  she  could  come  to  the     iapensary  to  have   it  bandaged. 
If  a  man  was  out  of  work  he  could  ask  the  Principal  to  help  him 
get  a  job.     Widows  have  besought  aid  in  getting  pension  money; 
indeed,  all  sorts  of  trouble  —  even  martial  troubles  —  have 
been  brought  to  the  Eagle  School  and  the  supplicants  have  not 
gone  away  disappointed. 

*  The  results  of  this  intimate  relationship  between  the 
school  and  its  patrons  can  best  be   stated  in  the  words  of  the 
Principal,   "It  used  to  be  one  of  the  hardest  schools  to  discipline; 
it  is  now  one  of  the  easiest.     As  a  matter  of  fact  our  pupils  give 
us  practically  no  trouble  on  that  score.     We  used  to  be  highest  in 
truanoy;     now  we  are   Just  average."     The   friction  between  school 
and  home  has  been  largely  removed  or  reduced  to  a  minimum.     What 
the  school  places  in  the  child  is  not  only  allowed  to  remain,   it  is 


-131- 

encouraged  to  take  root  and  to  grow. 

ii 

Other  schools  in  Cleveland  also  have  points  of  direct 

contact  with  parents.     The  majority  hold  entertainments  or  exhi- 
bitions at  least  once  or  twice  a  year.     In  over  fifty  "buildings 
mothers'   clubs  hold  monthly  or  semi-monthly  afternoon  meetings, 
while  throughout  the  system  parents  are  brought  in  now  and  then 
to   see  their  child  receiving  a  gardening  diploma,   to  explain  why 
he  is  not  wearing  glasses  which  were  prescribed,   or  for  some  other 
educational  purpose.     Besides  these  connections,  there  are  many 
night-schools,  lectures,  concerts,   amateur  theatricals,  and  other 
evening  occasions  which  bring  parents  into  school  buildings  and 
thus  acquaint  them  with  the  physical,   if  not  the  personal,  aspects 
of  the   daytime   environment  of  their  children.     But  there  is  no 
other  school  in  Cleveland  in  which  the  direct  contact  with  the  home 
is  quite  as  extensive  and  continuous  as  at  the  Eagle  School." 

The  whole  du';y  of  the  community  has  not  been  accomplished 
to  the   school  when  buildings  have  been  erected,   teachers  hired  and 
books  supplied.     The  results  of  the  training  given  are  too  vital 
to  be  entirely  dismissed.     It  is  a  most  natural  consequence  to  see 
parents  clubs  and  civic  organizations  consciously  thinking  and 
planning  how  they  may  assist  in     conserving  the   students' resources 
and  aiding  in  producing  a  finer  type  of  citizenship.     Superintendent 
Fred  Hunter  of  Lincoln,  Nebraska,   tells  how     the  Oommercial  Club 
may  be  of  distinct  help  to  the   school,  and  then  the  community  in 
turn  receiving  the  benefits  through  the  better  service  of  better 


-132- 

trained  high  school  fellows.     This  is  known  in  Lincoln  as  the 
Junior  Civic  and  Industrial  League*     Mr*  Hunfcer  says,  "This 

League  was  organized  in  1914,   initiated  by  the  Lincoln  Commer- 
cial Club*     Membership  in  this  League  has  been  extended  down  as 
low  as  the  Sjifth  grade*     Any  student  becomes  a  member  upon  committ- 
ing the  "Ephebic  Oath"  as  follows:      nWe  will  never  bring  disgrace 
to   our  city  by  any  act  of  dishonesty  or  cowardice*     We  will  fight 
for  the  ideals  and  sacred  things  of  the   city  both  alone  and  with 
many*     We  will  revere  and  obey  the  city's  laws  and  do  our  best  to 
incite  a  like  respect  and  reverence  in  those  who  are  prone  to  annul 
or  set  them  at  naught*     We  will  strive  unceasingly  to  gjuieken  the 
public's  sense  of  civic  c^ty*     Thus  in  all  these  ways  we  will  trans- 
mit this  city,  not  only  fc$t  less  but  greater,  better  and  more 
beautiful  than  it  was  transmitted  to  us*" 

Fifteen  professional  men  and  business  men  addressed  the 
boys  at  their  meetings.     During  the  year  one  hundred  twenty- two 
visits  to  th±±ty-six  of  Lincoln's  houses  and  civic  institutions  were 
made*     The  Commercial  Club  has  not  only  fathered  and  promoted  this 
league  but  has  instituted  within  the  organization  a  system  of  reward- 
ing merit  in  education  and  accomplishment*     They  have  instituted  the 
"Efficiency  List"  composed  of  those  students  who  may  be  able  to 
reaoh  a  definite  standard  of  reliability  and  efficiency*     This  list 

1*     Board  of  Education,  Lincoln,  Nebraska  -  Report  of  Superintendent 
of  Schools  1914-15  -  page  37. 


-155- 


is  always  available  and  is  sent  from  time  to  time  to  any 
"business  or  professional  men  who  desire  It.   To  get  on  this 
list  the  students  must  "be  fourteen  years  of  age,  have  a  good 
character  as  shovn  by  truthfulness,  obedience,  industry,  and 
good  habits,  The  following  note  is  attached  to  this  which  reads 
"No  boy  shall  be  eligible  who  smokes  or  drinks.  If  a  boy  has 
been  a  smoker,  he  shall  show  by  a  year's  abstinence  from  this 
habit  that  he  has  permanently  given  it  up."  As  further  quali- 
fications the  student  must  be  able  to  express  himself  in  a 
courteous,  yet  concise  and  businesslike  way,  to  his  employer  and 
business  associates.  He  must  also  be  able  to  write  a  good  busi- 
ness letter  of  one  ordinary  page  in  legible  hand  without  error  in 
spelling-  Those  who  qualified  were  recommended  and  placed  on  the 
"Efficiency  Li3t"  of  the  Commercial  Club,  and  this  list  was  sent 
to  all  large  employers  at  the  opening  of  the  summer  vacation.  The 
members  were  also  given  an  "Efficiency  certificate"  by  the  sec- 
retary of  the  Club  as  evidence  of  Qualification." 


CHAPTER  XI 
CIVIC  AW  SOCIAL  QWU 

The  value  of  any  organisation  is  best  determined  by 
what  it  works  for  rathor  than  what  it  stands  for.     Its  motor- 
power  is  more  valuable  than  its  sensory  power.     To  be  efficient 
it  must  be  found  doing*     The  work  is  usually  carried  on  by  Gcm» 
mittees  which  have  the  moral  support  of  the  entire  membership*  A 
splendid  evidence  of  community  activity  through  its  various  clubs 
and  organisations  is  found  in  the  response  which  was  given  to  the 
appeal  of  the  High  School  Commission,  which  was  appointed  by  the 
Board  of  School  Visitors  of  Jforwalk,  Connecticut,  to  solicit  gifts 
for  the  interior  decoration  of  the  new  high  school  building,  which 
was  approaching  completion  with  its  appropriations  entirely  ex- 
hausted.    As  a  result  of  two  years  work  the  building  was  syiaaet- 
rioally  and  appropriately  filled  with  pictures,  statuary  and  othor 
gifts,  by  a  more  or  less  perpetuating  method*    Mr.  MacFarland  re- 
ports  the  work  as  follows $   * 

The  first  appeal  was  made  by  a  circular  letter  to  the 
more  well-to-do  citisens  and  business  firms  of  the   tottu,  who  sent 
in  their  gifts  in  money.     The  next  more  was  an  appeal  to  the  var- 
ious organisations,  c  ubs,  societies  and  unions  asking  that  they 

•  l&i   Rev.   Chas   S.   -  Story  of   Interior  School  Decor- 

ation,   October  1911,    American  City,   Vol  V,   page   197. 

-134— 


-135- 


be  represented  in  the  "buildings  lay  appropriate  gifts,  represen- 
ting their  various  professions  and  special  interests.  Next  a 
request  was  made  that  the  trades  and  professions  and  "business 
enterprises  place  gifts  in  the  "building  representative  of  their 
work  and  interests.  The  various  municipal  "bodies  were  similarly 
approached.  Then  the  Alumni  were  solicited.   The  various  nation- 
alities composing  the  cosmopolitan  population  of  the  town  were 
reached  through  other  organizations.  As  a  result  a  most  splendid 
response  was  given.  As  an  idea  of  the  interest  it  may  he  said 
that  a  life  sized  "bust  of  Lincoln  with  a  pedestal  was  placed  in 
the  building  by  five  men  representing  the  gift  from  the  Negro  race* 
A  physician  presented  a  picture  of  "The  Doctor."  The  Knights  of 
Columhus  sent  in  two  pictures  of  the  "Arrival"  and  "Departure"  of 
Columbus.  These  are  only  indicative  of  the  interest  taken  in  this 
fine  work* 

The  movement  has  deepened  the  interest  of  the  donors  in 
the  school.  The  various  gifts  from  the  organizations  and  represen- 
tations of  the  foreign  races  constitute  a  certain  bringing  together 
of  the  democratic  elements  of  the  town.  It  has  shown  a  fine  civic 
spirit  and  has  "spread  the  cement  of  common  helpfulness"  and  made 
possible  the  aim  of  the  Board  in  making  the  High  School  a  civic  and 
social  center*" 

There  is  perhaps  no  better  example  of  an  entire  commun- 
ity or  communities  becoming  interested  in  their  school  and  doing 


~1£6- 

so  much  for  each  other  as  in  La  Salle t  Illinois.  Principal 

McCormack  writes  of  the  splendid  work  of  all  cooperating  influ- 

1 
enees  in  their  attempt  to  promote  the  general  welfare.  He  says, 

"The  plan  is  to  provide  healthful  and  rational  recreation  for  the 

twenty-eight  thousand  people  in  the  township.  A  real  Community 

Center  for  all  the  people  is  the  ideal  set.  We  began  in  March 

1914  and  it  has  been  allowed  to  grow  naturally  and  spontaneously 

according  to  local  conditions,  needs  and  sentiment  but  under  the 

guidance  of  a  trained  staff.  Our  aim  has  been  to  interest  the 

young  people  of  the  township;   that  is  to  lay  special  emphaiis 

upon  adolescent  and  juvenile  activities. 

The  work  has  been  made  easier  by  the  generous  co-opera- 
tion of  the  merchants  and  business  men,  the  backing  of  the  clergy 
of  all  denominations,  the  public  sohool  people,  and  assistance  of 
various  kinds.   The  sohool  plan  consists  of  a  Recreational  Build- 
ing given  by  Hon.  J*.  W.  Matthiessen  of  La  Salle  costing  $75,000. 
The  principle  features  of  this  building  are  the  Gymnasium,  fifty- 
three  by  one  hundred  six  feet;  a  swimming  pool,  sixty  by  twenty- 
five  feet  and  locker  rooms,  besides  several  rooms  for  wrestling, 
a  bowling  alley,  rest  rooms,  sewing  rooms,  history,  music  and 
art  rooms. 

The  High  School  consists  of  a  main  building,  and  a 
Domestic  Science  and  Manual  Arts  Building  both  of  which  are  used 

1.  Pamphlet,  1915:   The  Social  Center,  Welfare  and  Community 

Work  of  the  tri-cities,  La  Salle  -  Pern  -  Oglesby,  Illinois, 


-137- 

for  social  center  activities.  The  main  feature  is  the  auditor- 
ium located  on  the  ground  floor  of  the  main  "building  with  an 
independent  entrance  to  the  street.  It  accommodates  seven  hun- 
dred people  and  is  modeled  after  the  "Little  Ttteatre"  of  New 
York.  The  Athletic  Field  includes  two  tennis  courts,  a  five  lap 
cinder  track t  baseball  diamond,  football  gridiron,  jumping  and 
vaulting  pits,  and  an  open  air  bathing  pool.  It  is  used  not  only 
for  high  school  athletics  and  social  center  events,  but  for  field 
and  track  sports  for  the  entire  township  as  well. 

The  work  began  by  practically  the  entire  school  taking 
advantage  of  the  facilities  from  the  start.  Saturday  morning 
Gymnasium  classes  were  organised  by  boys  upon  insistent  demand 9 
During  the  summer,  gymnasium  and  swimming  privileges  are  offered 
to  both  children  and  adults.  The  women  are  very  enthusiastic  over 
the  opportunities  offered  and  they  evince  greater  enthusiasm  than 
the  men.   Indopr  Baseball  is  the  Township  national  game.  The  teams 
are  adult  men  representing  widely  diversified  interests.  This  has 
a  very  strong  socializing  and  community  unifying  influence.  Good, 
clean  wholesome  sport  is  provided  not  only  for  those  participating 
but  also  for  the  spectators.  Entire  families  are  very  much  in  evi- 
dence, in  fact  space  had  to  be  provided  in  the  vestibule  for  the 
parking  of  baby  carriages.  All  kinds  and  conditions  of  mankind  are 
present  and  on  hand  to  "root"  for  their  favorites. 

The  facilities  of  the  social  center  were  extended  to  the 
six  thousand  Poles  in  the  township,  who  warmly  cherish  and  preserve 


,  -138- 

all  the  folk- traditions  brought  over  from  the   old  country. 
This  class  was  a  gymnastic  and  military  organization.     The  cel- 
ebration of  the  most  important  of  all  Polish  national  holidays — 
Constitution  Day  —  was  held  in  the  Auditorium.     This  affair  was 
observed  with  all  pomp  and  ceremony.     The  entire  congregation 
marched  to  the  high  school  led  by  their  own  band  and  accompanied 
tjy  the  Falcons  and  Hussars  dressed  in  full  regalia.     This  was  a 
splendid  demonstration  of  patriotism.     Here  were  potential  qual- 
ities of  good  citizenship  and  a  group  that  can  make   important  con- 
tributions to  American  life,  only  awaiting  the   call  to  citizenship. 
Social  development  only  awaits  an  opportunity  for  expression  and 
they  have  been  changed  from  a  liability  to  a  positive  asset  to  the 
cotaunity. 

Baseball  followed  with  inter-class  teams,   the  varsity 
team,  and  church  leagues.     Shields,   trophies,  cups  aid  monograms 
are  offered  "by  various  organizations  and  clubs  to  the  winners  of 
league  games.     Proficiency  tests  with  gold,  silver  and  bronze  medals 
are  given  each  month  to  those  who  take  part  in  the   teams ,   including 
both  boys  and  girls.     This  has  promoted  a  keen  rivalry  and  interest 
and  has  united  all  the   commtqJ|.ty  in  tb^  welfare  of  the  young  and  old. 
Non-athletic  activities  are  popular  as  evidenced  by  such  organiza- 
tions as  the  Glee  Club  of  the  la  Salle  Commercial  Association.     Dan- 
ces by  the  Fortnightly  Club  and  High  School  Alumni,  parties  by  the 
Deutsche  Gesellschaft  featuring  a  Washington  Birthday  Party  at  which 


-139- 

a  program  in  German  was  followed  by  German  dances  In  the  Gym- 
nasium*    The  Camp  Fire  Girls  and  their  Hew  Year's     night  danoe 
took  the  form  of  a  masquerade,   the  costumes  and  decorations 
transforming  the  gymnasium  into  a  veritable  fairyland*     The 
Young  Men's  Club 'which  was  originally  the  neighborhood  gang  is 
now  applying  their  efforts  to  athletic  and  club  activities,   in- 
cluding their  annual  minstrel  show.     Teacher's  Associations,   con- 
ferences, concerts,   lectures,  musicals  and  entertainments,  have 
been  held  at  various  times  in  the  Auditorium*     The  wider  use  of 
the  Auditorium  looms  large  with  possibilities  for  the  future.     The 
center  is  becoming  more  and  more  a  reference  bureau  for  all  Ques- 
tions on  recreation*     The  outlook  for  the  future  is  encouraging. 
They  propose  to  offer  a  "Farmer's  Short  Course"  for  twelve  weeks 
organizing  evening  classes  in  citizenship  for  foreigners  and  club 
activities  along  literary,  musical  and  dramatic  lines* 

VA11  of  the  activities  of  the  three  cities,   Oglesby,  Peru 
and  La  Salle  are  safe-guarded  by  the  Hygienic  Institute,  housed 
in  a  building  near   the  High  School*     The     tree tor  is  the  health 
officer  of  the  three  citiesf  Medical  inspection  of  school  children 
is  carried  on  and  physical  examinations  required.     Thirteen  hundred 
fifty-nine  were  examined  last  year  revealing  one  hundred  four  oases 
of  defective  vision,   forty-nine  cases  of  defective  hearing,   one 
hundred  sixty-eight  oases  of  defective  teeth  and  thirty- two  oases 
of  defective  nasal  breathing* 

These  cities  have  a  co-operative  Associated  Charities  and 


-140- 

the  members  are  doing  a  fine  work*     They  help  in  visitation, 
giving  material  relief,  medical  care,   employment,  advice  and 
friendly  supervision.     Certainly  this   is  not  the  least  of  that 
great  community,  co-operative,  socializing  work.     The  women's 
clubs  and  civic  leagues  help  in  promoting  the   civic  and  general 
welfare  of  the   cities.     Twice  a  year  a  clean-up  campaign  is  made 
against  every  unsanitary  condition  and  everything  is  removed  that 
tends  to  mar  the  "beauty  of  the  cities.     They  petition  the  council 
for  enforcement  of  law  prohihiting  the   sale  of  cigarettes  to  minors 
and  take  an  interest  in  debaring  cheap  carnivals  from  entering  the 
city.     It  has  organ issed  a  children's  civic  league  of  good  citizen- 
ship.    Other  organizations  such  as  the  Women's  Industrial  Associa- 
tion,  the  Child  Welfare  League  and  the  La  Salle  Anti-Tuberculosis 
Society  are  contributing  to  make  that  community  a  good  place   to 
live  in,  giving  every  individual  an  opportunity  to  live  his  life 
in  a  healthful,  happy  and  worthwhile  way.     Is  not  such  work  signi- 
ficant?" 


CHAPTER  III 
SOCIAL  AHD  ART  CENTERS 

Ella  Bond  Johnston,  Chairman  of  the  Art  Department 
of  the  Art  Association  of  Richmond,  Indiana,  and  also  a  member 
of  the  Advisory  Committee  on  selection  of  paintings  at  the 
Panama-Pacific  International  Exposition,  gives  a  splendid  ac- 
count of  the  High  School  as  an  Art  Center  of  the  Community, 

1 
She  says,    "The  emotions  that  make  up  so  much  of  the  conscious 

secret  life  of  youth,  and  are  the  great  source  of  inspiration, 

0 

are  too  often  ignored  in  our  scheme  of  education.  We  take  it  for 
granted  that  taste  is  inborn*  It  is  really  a  matter  of  education, 
and  bad  taste  is  ignorance.  It  requires  for  its  development  the 
actual,  environing  presence  of  works  of  art  -  poetry,  mu3ic  and 
painting  -  to  hear  and  see  familiarly.  Art  in  the  schools  should 
have  for  its  purpose,  an  appreciation  by  the  many  with  the  conse- 
quent happiness  and  spiritual  enlargement  thus  added  to  life.  The 
story  of  this  work  in  Richmond  is  a  plain  tale  of  sixteen  yearfs 
work  in  establishing  an  art  movement  in  connection  with  the  high 
school. 

1.  Johnston,  Ella  Bond  -  The  High  School  as  the  Art  Center  of 
the  Community  -  in  The  Modern  High  School  -  by  C.  H. 
Johnston,  page  692. 

-141- 


-142- 

An  art  association  was  formed,  by  a  few  art  loving 
citizens,  school  officials,  and  local  artists,  that  has  developed 
a  democratic  community  art  movement  which  is  an  inspiration  and  a 
model  to  those  who  are  interested  in  the  spread  of  art  in  America 
and  believe  that  the  school  should  he  the  center  of  the  intellectual 
life  of  the  community.  Neither  rock-ribbed  traditions  nor  fixed 
standards  of  taste  impeded  this  work.  They  had  a  conscious  human 
desire  for  beauty  and  happiness,  but  lacked  the  opportunity  to  enjoy 
and  appreciate  works  of  art,  and  to  acquire  a  higher  standard  of 
taste  and  refinement  of  the  emotions  which  an  intimate  acquaintance 
with  art  gives. 

Community  interest  was  used  as  a  basis  of  beginning,  and 
interest  was  obtained  by  borrowing  for  exhibition  every  picture, 
every  piece  of  handicraft,  and  every  curio  having  an  artistic  meritf 
from  citizens  of  the  town*  iuhe   work  of  local  artists  and  craftsmen 
was  exhibited.  The  expense  of  these  exhibits  was  met  by  dues  and 
contributions  of  members  and  by  subscriptions  from  interested  citi- 
zens* The  school  furnished  the  place,  light  and  heat.  After  seven 
years  of  this  work  the  City  Council  began  to  make  appropriations 
for  the  maintainence  and  furtherance  of  the  art  movement.  For  four- 
teen years  the  exhibit  was  held  in  one  of  the  school  buildings  which, 
with  suitable  backgrounds,  had  its  twelve  rooms  and  two  corridors 
magically  transformed  into  an  art  gallery  where  it  was  possible  to 
display  works  of  art  attractively.  Beginning  with  exhibits  of  local 


-143- 

production  and  interest,  it  was  gradually  extended  to  include  the 
works  of  artists  of  the  state  and,  later  on,  when  the  public  was 
educated  to  "better  standards,  it  included  the  addition  of  repres- 
entative work  from  the  foremost  American  painters,  sculptors  and 
craftsmen*  These  exhibitions  were  attended  by  fifty  per  cent  of 
the  population  and  visitors  from  afar  were  attracted  to  this  "dem- 
ocratic festival."  They  began  to  feel  the  need  of  a  suitable  place 
to  display  the  permanent  collection  of  paintings  which  the  Art 
Association  was  acquiring  by  special  gift  and  purchase.  The  Art 
Lovers  needed  an  art  gallery  where  their  collection  might  hang  per- 
manently and  where  there  would  be  time  and  opportunity  for  workers 
of  art  to  make  a  more  lasting  impression  both  on  the  children  and 
citizens.  Here,  again,  the  inevitable  happened.  An  art  gallery 
was  included  in  the  new  High  School  being  built.  It  occupied  the 
space  on  the  floor  above  the  auditorium  and  has  a  natural  art  atmos- 
phere in  its  setting  and  arrangement.  The  "Tortoise  Fountain"  in 
bronze,  given  by  a  former  student  of  the  high  school,  with  its 
tin&pLe  of  falling  water  and  its  setting  of  greenery,  and  this 
gallery  of  art,  lie  in  the  daily  path  of  the  pupils,  unknowingly t 
perhaps,  to  them  but  surely  fixing  in  their  minds  an  ideal  of 
beauty  which  will  remain  for  all  time  an  ideal,  lifting  their  taste 
above  the  ugly  and  commonplace.  The  gallery  is  a  special  classroom 
for  the  high  school  pupils  where  they  learn  the  language  of  form 
and  of  color.  English  teachers  make  good  use  of  the  exhibits  for 


-144- 

themes.  Grade  pupils  visit  the  gallery  where  they  sit  at  the 
feet  of  the  world's  "best  productions  and  talk  about  and  study 
these  until  they  become  as  one  of  their  neighbors.   The  Art 
Study  Committee  meets  here  to  study  the  exhibits  with  the  aid  of 
lectures  and  the  best  wDrks  on  modern  art*  To  the  local  painters 
and  craftsmen  the  gallery  furnishes  a  place  to  display  their  own 
work  and  offers  an  opporturdty  to  get  help  and  inspiration  from  thw. 
work  of  their  contemporaries.  The  art  g|ller#?  fills  a  deficiency 
in  the  high  school  education  and  meets  the  natural  human  demand 
for  beauty  in  life.  Henry  Turner  Bailey  says:   "Verily  the  people, 
who  have  turned  the  educational  world  right  side  up  at  last,  live 
in  Bichmond.  They  have  put  the  solid  living  rooms  of  the  manual 
worker  beneath  and  the  "chambers  of  imagery"  of  the  poet  and  artist 
above;  they  have  builded  at  last  a  sure  house,  fully  equipped  for 
every  good  work,  a  fit  home  in  which  to  bring  up  children  who  shall 
be  worthy  citizens  of  a  republic." 

Supt.  Wirt  of  Gary,  Indiana,  believes  in  this  plan  of 
making  the  school  the  center,  from  which  radiates  all  the  light  of 
the  oommunitv,  and  to  which  every  phase  of  community  life  is  at- 
tracted. We  find  in  his  Emerson  and  Froebel  Schools,  architectural 
creations  of  unusual  beauty  and  impressiveness.  The  school  buildings 
are  built  around  a  great  court,  having  broad  halls  as  wide  as  streets 
and  well  lighted  from  the  court.  M*«  Bourne  says,  *  "They  suggest 

*  .  Bourne,  R.  S.  -  The  Gary  Schools  -  pages  23  -  25. 


-145- 

to  the  visitor  that  they  serve  the  community  in  the  same  way  that 
the  Agora  or  Forum  did  the  ancient  city*  It  contemplates  "bringing 
all  the  cultural  resources  of  the  community  to  "bear  on  the  Softool. 
In  the  Emerson  School  the  "beginning  of  an  art  gallery  has  "been  made* 
Pictures  a&d  objects  of  art  and  interest  become  unreal  and  arti- 
ficial when  immured  in  isolated  museums t  which  can  be  visited  only 
at  special  times  and  with  effort*  They  should  be  at  hand  in  the 
school  fertilizing  and  beautifying  erery   moment  of  its  daily  life* 
The  artistic  sense  can  be  cultivated  only  by  bringing  people  into 
contact  daily  and  almost  unconsciously  with  beautiful  things.  The 
schools  themselves  must  be  art  galleries,  and  these  fine  corridors 
indicate  the  way  by  which  a  wholly  new  orientation  is  to  be  given 
to  our  public  galleries  by  using  them  as  adjuncts  to  the  education 
of  the  people*  Similarly  with  museums;   instead  of  taking  the  pu- 
pils dolefully  and  docilely  about  to  visit  the  museums  it  contem- 
plates bringing  the  museums  into  the  schools  so  that  the  children 
can  know  the  treasures  and  live  with  them  and  learn  about  them." 


CHAPTER  XIII 
OTHER  SOCIALIZING  AGENCIES 


At  least  one  other  cooperating  agency  is  doing  muck 
to  better  the  life  of  the  community  and  enrich  the  lives  of  the 
students,  notably  the  even^and  recreation  center 3 •     Mr*  Perry 
says,   "Ho  school,   that  is  sincere  in  its  desire  to  make  its  de- 
posits stick  in  the  pupils  marrow,  can  overlook  the  plucking  de- 
vices which  await  him  outside  the  door."     These  influences  of  the 
street  act  and  react  upon  the   students  and  so  the  evening  recrea- 
tional centers  are  trying  to  provide  a  class  of  entertainment 
which  will  attract  and  hold  these  care-free  and  leisure-loving 
high  school  folk*     They  do  much  to  make  life  worth  living  to  the 
thousands  who  have  been  shunted  off  into  the  factory,  and  into 
industries  where  they  may  become  mentally  and  physically  stunted 
and  socially  unfit*     They  must  find  a  recreation  in  the  evening 
that  will  somehow  remunerate   them  and  re-create   them  for  each  new 
day's  work* 

The  center  becomes  the  forum  where   "social  and  intellec- 
tual grades  meet  on  a  level,  and  where  hereditary  and  acquired  so- 
cial and  class  distinctions  are- obliterated."     There   is  a  social 
assimulation  here  which  tends  to  break  up  the    isolated  chunks  and 
mold  into  a  common  brotherhood* 

The  gymnasium,   in  these  centers,   is  perhaps  the  prin- 
-146- 


-147- 

oipal  attraction,  with  Its  exercise  of  various  kinds,  and  the 
multiple  uses  to  which  it  may  be  put*     Friends  meet  friends  here, 
a  fine  social  evening  is  spent  together  and  the  result  is  that 
they  go  to  rest,   happy  and  recreated,   ready  for  efficient  service 
on  the   following  day.     Mr.  Perry  tells  how  these  community  centers 

stir  up  enthusiasm  in  public  spirited  men,  and  how  character  has  a 

1 
chance  to  flourish  in  the   sol  ool  of  experience;     he  says,       "One 

winter  a  local  newspaper  offered  medals  for  hoys  and  pins  for  girls 
as  prizes  in  a  series  of  basketball  games  and  athletic  sports*     Im- 
mediately the  best  players  were  organized  into  midget,  middle  and 
heavy  w|ight  teams  and  the  inter-contest  began*     During  the  pre- 
liminary games  fifty  athletic  meets  and  two  hundred  fifty  games  of 
basketball  were  played,  each  successive  event  heightening  the  gen- 
eral enthusiasm*     The  finals  took  place  before  a  large  audience  which 
cheered  to  the  echo  the  winners  as  they  received  their  prizes  at  the 
hands  of  a  representative  of  the  newspaper  that  donated  them*     Ho 
more  enthusiastic  audience  ever  filled  the  vast  building. 

Many  instances  of  striking  changes  in  character  of  the 
yo-ang  men  who  patronized  the   center  has  been  observed.     One  evening 
a  noted  "tough"  of  nineteen  years  strolled  into  a  center  for  the 
declared  purpose  of  clearing  the  house  out.     He  discovered  that  a 
few  determined  athletes  had  something  to  say  about  that,  and  he 

1.     Perry  C*  A*   -  Wider  use  of  the  School  Plant  -  pages  226,-834 


-148- 

subsided  into  a  quiet  observer  of  the  evening  sports.     He  later 

"became  a  regular  attendant  and  was  invited  to  join  a  club.     He 

of 
did  so t  and  was  told,, the   study  room,   the   longed  for  oasis  of  his 

desert  life.     Earnestly  he  applied  himself  to  take   tte  eivi* 
service  examination,   and  now  he   is  acceptably  filling  a  position 
in  one  of  the  city's  departments.     The  athlete's  code  of  honor  is 
a  triumph  over  lawlessness,  and  often  the  beginning  of  a  citizen's 
conception  of  duty.     These  are  a  few  examples  of  the  great  mrk 
being  carried  on  in  one  of  the   great  recreational  centers  of  New 
York.  Athletics  in  these  recreational  centers  develop  a  social 
cones iveneas  and  a  unity  of  purpose.     Indeed  "athletics"  is  the 
touchstone  of  success  and  its  influence   in  frequent  public  exhi- 
bitions, often  works  a  regeneration  in  the  lives  of  many  and  con- 
tributes to  the  welfare  of  society  in  no  small  degree. 

The  evening  schools  are  doing  much  to  meet  the  needs  of 
the  individual  communities.     Here  a  variety  of  courses  and  work 
are  offered  only  limited  by  the  wants  of  the  applicants.     :Tou  the 
least  of  the   socializing  influences  come  through  the  opportunity 
of  meeting  different  people  and  becoming  acquainted  with  them  and 
learning  to   work  with  them.     It  helps  to  make  more   self-reliant  ard 
self-re spec ting  men  and  women,   certainly  two  very  desirable  things 
to  be  accomplished.     The  possibilities  of  these   schools  have  scarcely 
been  imagined. " 


CHAPITER  XIV 
CONCLUSIOH 

The  inspiration  for  the  study  of  this  phase  of  school 
administration  developed  under  the  leadership  of  Dr.  W.  W.  Kemp, 
of  the  school  of  Administration  in  the  University  of  California. 
The  universal  needs  are  being  crystal ized  into  multiple  forms  and 
devices  for  vitalizing  and  socializing  the  high  school*  Almost 
paralleling  the  needf  was  an  appeal  for  proper  leadership  and 
supervision.  Boards  of  Education  are  giving  moral  and  financial 
support  to  the  program,  while  administrators  are  rdc  ing  the 
field  to  find  teachers  with  the  proper  character  traits,  and  then 
recognizing  this  ability  by  assigning  less  classroom  work.  Trad- 
itionalism and  conservatism  are  giving  way  to  freedom  and  interest, 
and  the  recognition  of  the  social  cravings  of  the  adolescents.  A 
circulating  agency  is  greatly  needed  which  will  bring  to  the  of-^ice^ 
of  every  administrator,  the  successful  experiments  which  are  being 
tried  for  the  purpose  of  making  the  school  just  a  little  better 
able  to  train  students  for  a  little  better  citizenship •  Men  w^'Ml 
imaginations  are  needed,  who  are  students  of  just  common  ordinary 

human  nature  who  know  it  when  they  see  it,  who  believe  in  the  work 
they  are  in,  and  in  the  fellows  they  are  to  train;  men  who  are  not 
afraid  to  crystalize  their  hopes,  and  realize  their  dreams;  men 

-149- 


-150- 

with  a  little  nerve  and  a  "big  faith;  men  who  would  rather 
do  and  diet  than  float  along  and  never  try;  men  with  "big 
hearts  and  willing  hands  * 


-  OUTLINE  - 

INTRODUCTION 

I  Problem  of  Social  Administration 

1  -  The  Educational  Ideal 

2  -  Pedagogical  Mo  tamo rpho sis 

3  -  Demands  of  Society 

4  -  Characteristics  necessary 

5  -  The  Problem 

PAET  I     -     KTRA-CUBRC  CULTM  ACTIVITIES 

II  Advisory  System  a 

1  -  Arise  out  of  the   Social  and  Economic  needs 

2  -  Attitude  toward  Advisory  Systems 
5  -  Success  Depends  on  Leadership 

4  -  The  Work  of  the  Class  Adviser  - 

5  -  Home-room  Plan  and  Influence  - 

6  -  The   nAlpine  Guide"  and  the  Climb 

7  -  Pueblo  Plan 

8  -  Uniform  Quantity  Plan  -  U«  H*  S«  Chicago 

9  -  Home- Study  Plan 

10  -  Conference  Plans 

11  -  Review  Groups 

12  -  The  Hour  Plan  of  Supervised  Study 

13  -  Double-Period  Plan 

14  -  The  Batavia  Plan 

15  -  The  Study  Coach 

III  Socialized  Curriculum 

1  -  The  Social  Pressure 

2  -  The  Enriched  Program 

3  -  Special  Transfer  Class 

4  -  Newark  Plan  in  Heading 

5  -  Spelling  Hospital 

6  -  The  Awakened  Conscience  for  Physical  Training 

7  -  7/yoming  Cadet  Work 

8  -  Heed  of  Moral  Education 

9  -  North  Dakota  Plan  of  Bible  Study 


-  OUTLINE  - 


17  Socialized  Recitation 

1  -  The  school  of  yesterday  and  today 

2  -  Social  instincts  and  social  activity 

3  -  Socialized  history 

4  4   Vitalized  mathematics 

5  #  Revolutionized  physiology 

6  -  Dramatized  -English 

7  -  Naturalized  civics 

8  -  Excursions  in  English 

9  -  Pageantry  as  a  vitalizer 

PART  II  -  EXTRA-CLASSROOM  ACTIVITIES 
T  Student  Self -Government 

1  m   testing  raw  material 

2  -  Objections  to  student  government 

3  -  Personal  application  in  a  practical  way 

4  -  Self- Government  and  first  aid  work 

5  -  The  Roll  Room  plan 

6  -  Efficient  Student  Body  Organization 

VI  Organized  Athletics 

1  -  Present  attitude  toward  athletics 

2  -  Character  versus  scholarship 

3  -  The  major  sport  -  Grandstanding 

4  -  Minimal  Essential  program 

5  -  Club  Organization 

6  -  Everybody  out  plan 

7  -  T-vils  -  ideals  and  a  working  plan 

VII  Organized  Debating 

1  -  A  natural  form  of  expression 

2  -  Heat  versus  light  in  debating 

3  -  Anti-social  tendencies 

4  -  Intra-sohool  debating 

5  -  Debating  squads 

6  -  Inter-school  debates 

7  -  Triangular  debates  and  social  training 

8  -  Popular  decisions 


-  OUTLINE  - 


VIII  High  School  Journalism 

1  -  Its  importance  and  possibilities 

2  -  Disseminator  of  student  opinion 

3  -  Fliers  in  Journalism 

4  -  Vitalizer  of  English 

IX  High  School  Organizations 

1  •  The  new  or  renewed  school 

2  -  Develops  from  age  -  old  instincts 

3  -  As  a  supplement  to  class  work 

4  -  Social  and  utilitarian  organizations 

5  -  Dramatic  clubs  and  social  cooperation 

PART  III  -  COMMUNITY  COOPEBATIHG  AGENCIES 

X  Social  Service  Work 

1  -  The  School  and  Society  united 

2  *  Independence  gone  wrong 

3  -  A  pound  of  cure  or  an  ounce  of  prevention 

4  m   Social  limitations 

5  -  One-hour  census 

6  -  The  3agle  swoops  down 

7  -  Junior  Civics  and  Industrial  League 

XI  Civic  and  Social  Clubs 

1  -  Club  work  evaluated 

2  -  A  community  decorated  school 

3  -  The  school  -  a  social  center 

XII  Social  and  Art  Centers 

1  -  Taste  -  inherited  or  acquired 

2  -  The  school  as  the  center  of  intellectual  life 

3  -  From  small  beginnings  to  great  endings 

4  -  The  Gary  idea 


<»■  ! 


-OUTLINE- 


ZIII  Other  Socializing  Agencies 


1  -  Evening  recreation  center 

2  -  A  social  assimulator 

3  -  The  gymnasium  and  its  influence 

4  -  Public  spirited  men  interested 

5  -  Moral  generator 


XIV  Conclusion 


1  -  The  source  of  inspiration 

2  *  The  universal  appreciation  of  the  need 

3  -  The  quality  of  leadership  wanted 

4  -  A  medium  of  exchange  needed 

5  -  Wanted:  -  Men 


i  a  o 

BIBLIOGRAPHY 
-  o  - 

BOOKS  AND  MONOGRAPHS 


Democracy's  High  School  -  Monograph  -  -  -  W»  D»  Lewis 

Houghton  Mifflin  Company 
Education  for  Social  Efficiency  •  *  *  *  m   Irving  King 

Dm   Apple ton  and  Company 
Educational  Extension  -  Monograph  -  -  -  -  C.  A«  Perry 

Cleveland  Survey  Commission 
Francis  W#  Parker  School  Yearbook,  1912  Vol»I 

P.  W«  Parker  School, Chicago 
Education  for  Efficiency  --------  G.  M.  Kerschensteiner 

Chicago  Commercial  Club. 
Gary  Schools,  The R«  S.  Bourne 

Houghton  Mifflin  Company 
Problems  in  Secondary  Education  -----  d«  Sneddon 

Houghton  J'ifflin  Company 
Modern  High  School,  The  -  -  -  -  Chas.  H»  Johnston 

Chas.  Soribner's  Sons 
Moral  Training  in  tho  Schools C.  £•  Rugh 

Ginn  and  Company 
Motivation  in  chool  ..ork  -«---  —  -H*  B.&  G»  M.  Wilson 

Houghton  Mifflin  Company 
New  Possibilities  in  Education,  September  1916 

Annals  of  American  Academy  of  Political 
and  Social  Science 
Social  Education  ------------  Colin  Scott 

Ginn  and  Company 
Social  Aspects  of  Education  -------  Irving  King 

The  Macmillan  Company 
School  and  Society,  The  -  -  —  ---  John  Dewey 

University  of  Chicago  Press 
Supervised  Study  ------------  A.  !•  Hall-^uest 

The  Ilaomillan  Company 
Vitalized  School,  The  -P#B»  Pearson 

The  ilacmillan  Company 
Wider  Use  of  the  School  Plant C.  A.  Perry 


-  o  -  o  -  o  - 


BIBLIOGRAPHY 
-  o  - 

PERIODICALS  AND  PAMPHLETS 


National  Education  Association  Proceedings  -  1911:581 

Extra-Classroom  Activities 
School  Review, 17: 665  -  Social  Organization  of  the  High  School 

National  Education  Association  Proceedings  -  1915:737 

Extra-Curricular  Activities 
national  Education  Association  Proceedings  -  1913:496 

Self -Government  Committee 
National  Education  Association  Proceedings  -  1911:1005 

Self  -Government  as  Training  for  Citizenship 
Craftsman, 26: 628  Student  Government 

American  City ,5:173  Laboratory  Method  of  ^caching  Citizenship 

national  Education  Association  Proceedings  -  1912:1146 

Moral  Effects  of  Athletics 
Atlantic, 113: 148  Athletics  and  the  School 

National  Education  Association  Proceedings  -1910:223 

Athletics Competitive  and  Cultural 
Educational  Review,40:132  Objections  and  Suggestions  for 

Athletics 
Outing, 62: 231  How  Andover  olved  the  Athletic  Problem 

English  Journal,  March  1914  Need  of  Socializing  Influence 

in  Cooperation 
Pamphlet  -  Co.Supt*  E*  M.  Rapp,  Reading  Penn. 

Educational  Pageant 
School  Board  Journal,  November  1916  Dubuque  Pageant  and  Pete 

History  Teacher's  Magazine,  November  1914 

Pageants  and  Local  History 
Elementary  School  Journal, 12: 449  Batavia  Plan  of  Study 

Educational  Heview,7:154  Individual  Teaching:  Pueblo  Plan 

Educational  Review,44:466  Advisory  Systems  in  High  School 


-  o—o—o—o  - 


\- 


BIBLIOGRAPHY 

-  o  - 

PERIODICALS  AHD  PAMPHLETS 


School  Review,20:505  Teaching  High  School  Pupils  How  to 

Study 
School  Review, 21: 58  Periods  of  Study  in  High  School 

School  Review, June  1911:398  Importance  of  Study  Programs 

School  Review, 20: 526  Home-Study  Reform 

School  Review,  21: 235  A  Home  -Room  Plan 

School  Review, 20 :  246  Conference  Hour  in  Pittsburg  High  School 

Eduoation,33:109  Special  Transfer  Class 

School  Review, 21: 184  High  School  Reading:  Hewark  Plan 

School  Board  Journal  February  1916  One-Hour  Census  of 

ATbion , Michigan 
School  Review, 18:192  Spelling  Eospital  in  High  School 

Manual  ^raining, 15: 161  Credit  for  Home  Work 

American  City, 5: 197  Story  of  Interior  School  Decoration 

School  Review, 18: 657  High  School  Journalism 

Good  Housekeeping,55:518  Home  -taking  and  Housekeeping 

Everybody's  Magazine, February  1916  Wyoming's  Answer  to 

Militarism 
Craftsman, 26: 627  Development  of  Socialized  Recitation 

School  and  Society, September, 30, 1916  Socializing  of 

High  School  Methods 
Popular  Science  Monthly, 82: 243  Laboratory  Method  of 

High  School  Efficiency 
School  Review,17:634  Making  a  High  School  a  Center  of 

Social  Life 

-  o—o—o— 0  - 


university  °BERKILEY 


JUL     9  1951 


LD  ai-osmr-u 


.50(2877Bl6)476 


645764 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


LANGE  LIBRARY  OF  !TDUCATfO"f«» 

UNIVERSITY  OF   C^UFORN** 

BERKELEY.  CAUFORNlAj 


